scholarly journals Professional Institutional Engagement as a Framework for Negotiating Space for Teacher Autonomy in Authoritarian Work Environments

2021 ◽  
Vol 7 (1) ◽  
pp. 51-60
Author(s):  
Alice Wabule
Keyword(s):  
Decision Making ◽  
School Environment ◽  
Teacher Participation ◽  
Teacher Involvement ◽  
Participatory Action ◽  
Open Communication ◽  
Prise De Décision ◽  
Hierarchical Relations ◽  
Institutional Communication ◽  
Institutional Engagement

Teacher involvement in decision making at school leads to increased motivation, engagement and empowerment. Using the Participatory Action Research (PAR) framework to increase opportunities for teacher participation in school affairs, we found that traditional hierarchical power relations and bureaucracy are barriers to teachers’ autonomy, participation and engagement in the day-to-day decision making process. The conceptual model of Professional Institutional Engagement (PIE) was used to enable teachers to frame the challenges to autonomy and decision making within their professional practice, craft interventional strategies to mitigate them, which included open communication, reflection and dialogue within the school environment. The results highlighted that PIE provided a practical mechanism through which traditional hierarchical relations and bureaucracies were circumvented, resulting in increased collaboration, improved institutional communication; which motivated and engaged teachers.RésuméL’engagement des enseignants dans le processus de prise de décision à l’école conduit à une augmentation de motivation, engagement et affranchissement. Faisant usage du cadre de Recherche d’Action Participative (RAP) dans le but d’augmenter les opportunités pour la participation des enseignants dans la gestion de l’école, nous avons trouvé que les hiérarchies traditionnelles de relations de pouvoir ainsi que la bureaucratie sont des barrières à l’autonomie, participation et engagement des enseignants dans le processus quotidien de prise de décision. Le modèle conceptuel d’Engagement Institutionnel Professionnel (EIP) fut utilisé pour permettre aux enseignants de formuler les défis à l’autonomie et processus de prise de décision dans leur pratique professionnel, d’élaborer des stratégies interventionnelles pour les mitiger, incluant la communication ouverte, réflexion et dialogue dans le milieu scolaire. Les résultats ont montré que EIP a fourni un mécanisme pratique à travers duquel les relations hiérarchiques traditionnelles ainsi que bureaucraties étaient dépassées, résultant ainsi en une grande collaboration et une communication institutionnelle améliorée, chose qui avait motivé et engagé les enseignants.

Teacher Participation in School Decision Making: Assessing Willingness to Participate

1992 ◽  
Vol 14 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Mark A. Smylie
Keyword(s):  
Decision Making ◽  
Staff Development ◽  
Curriculum And Instruction ◽  
Teacher Participation ◽  
Teacher Involvement ◽  
Working Relationships ◽  
Willingness To Participate ◽  
Professional Beliefs ◽  
Turn On ◽  
Reform Strategies

Increasing teacher involvement in school decision making ranks among the most promising educational reform strategies. Yet empirical data about the conditions under which teachers will actually participate, if given the opportunity, are quite limited. This article explores the organizational and psychological antecedents to teachers’ willingness to participate in personnel, curriculum and instruction, staff development, and general administrative decisions. Findings reveal that teachers vary in their willingness to participate in different decisions and that teacher-principal working relationships exert the greatest significant influence on willingness to participate across decision areas. Findings also suggest that willingness to participate may turn on reconciling competing professional beliefs and working relationships.

School Environment as a Determinant of Organizational Learning Support

2019 ◽  
Vol 9 (1) ◽  
pp. 20-44
Author(s):  
Valentína Šuťáková ◽  
Janka Ferencová ◽  
Martina Kosturková
Keyword(s):  
Qualitative Research ◽  
Organizational Change ◽  
Organizational Learning ◽  
School Environment ◽  
Psychological Safety ◽  
School Management ◽  
Learning Support ◽  
Open Communication ◽  
New Ideas ◽  
Learning Research

Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.

Are you listening? Echoing the voices of looked after children about their transition to secondary school

2021 ◽  
Vol 45 (1) ◽  
pp. 37-55
Author(s):  
Yvonne J Francis ◽  
Laura Rowland ◽  
Sarah Humrich ◽  
Sally Taylor
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Well Being ◽  
Social Connections ◽  
Research Approach ◽  
Participatory Action ◽  
Vulnerable Children ◽  
Looked After Children ◽  
Action Research Approach ◽  
Childhood Event

Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

scholarly journals Process Mapping to Examine How Goals of Care Discussions and Decisions about Life-Sustaining Treatments Occur On Medical Wards: A Multi-Center Observational Study

2020 ◽  
Vol 15 (1) ◽  
pp. 12-25
Author(s):  
Dev Jayaraman ◽  
Nishan Sharma ◽  
Alannah Smrke ◽  
Jessica Simon ◽  
Peter Dodek ◽  
...  
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Nous Avons ◽  
Healthcare Workers ◽  
Hospital Setting ◽  
Hospitalized Patients ◽  
Communication Process ◽  
Prise De Décision ◽  
Goals Of Care ◽  
Travailleurs De La Santé

BackgroundPoor quality communication about goals of care with seriously ill, hospitalized patients is associated with substantial discordance between prescribed medical orders for life-sustaining treatment and patients’ stated preferences. Designing tailored solutions to this discordance requires a better understanding of this communication process. ObjectiveTo acquire a detailed understanding of the process of communication about goals of care and decision making about life-sustaining treatments for hospitalized patients, and to seek opportunities for improvement. SettingMedical wards of three university-affiliated teaching hospitals in Canada. MethodAt each site, we used drop-in sessions and one-on-one interviews to consult with health care workers on eligible wards to create cross-functional (swim lane) maps of the process of communication about goals of care and decision making about life-sustaining treatments. Healthcare workers were also asked about barriers to this process to enable the identification of opportunities for improvement. ResultsA total of 112 healthcare workers provided input into the creation of process maps across the three sites. Common elements across sites were that: (1) physicians play a central role, (2) the full process for a given patient involves several interactions amongst members of the inter-professional team, and (3) the process is iterative. We also noted between-site variations in the location of GoC discussions and the extent to which trainees and multi-disciplinary team members were involved. Finally, we identified several key barriers that may serve as targets for future quality improvement efforts: suboptimal location of conversations, insufficient support of physician learners in goals-of-care conversations, and incomplete engagement of the inter-professional team. ConclusionEfforts to improve the quality of goals-of-care discussions and decision making about life-sustaining treatments in the hospital setting need to account for the central role played by physicians in the process but can be enhanced if they can more fully engage the inter-professional health care team.Resume Contexte Une communication de mauvaise qualité sur les objectifs des soins aux patients gravementmalades et hospitalisés est associée à une discordance importante entre les ordonnances médicales prescrites pour un traitement de survie et les préférences déclarées des patients. La conception de solutions adaptées à cette discordance nécessite une meilleure compréhension de ce processus de communication. ObjectifAcquérir une compréhension détaillée du processus de communication sur les objectifs des soins et la prise de décision sur les traitements de maintien de la vie pour les patients hospitalisés, et rechercher des possibilités d’amélioration. ParamètresLes services médicaux de trois hôpitaux universitaires canadiens affiliés à l’université. MéthodeSur chaque site, nous avons eu recours à des séances d’information et à des entretiens individuels pour consulter les travailleurs de la santé dans les services éligibles afin de créer des cartes interfonctionnelles (couloir de nage) du processus de communication sur les objectifs des soins et la prise de décision sur les traitements de maintien des fonctions vitales. Les travailleurs de la santé ont également été interrogés sur les obstacles à ce processus afin de permettre l’identification des possibilités d’amélioration. RésultatsAu total, 112 travailleurs de la santé ont participé à la création de cartes de processus sur les trois sites. Les éléments communs à tous les sites étaient les suivants : (1) les médecins jouent un rôle central, (2) le processus complet pour un patient donné implique plusieurs interactions entre les membres de l’équipe interprofessionnelle, et (3) le processus est itératif. Nous avons également noté des variations entre les sites en ce qui concerne le lieu des discussions du gouvernement et le degré d’implication des stagiaires et des membres de l’équipe pluridisciplinaire. Enfin, nous avons identifié plusieurs obstacles clés qui pourraient servir de cibles aux futurs efforts d’amélioration de la qualité : le lieu sous-optimal des conversations, le soutien insuffisant des apprenants médecins dans les conversations sur les objectifs de soins et l’engagement incomplet de l’équipe interprofessionnelle. ConclusionLes efforts visant à améliorer la qualité des discussions sur les objectifs des soins et la prise de décision concernant les traitements vitaux en milieu hospitalier doivent tenir compte du rôle central joué par les médecins dans le processus, mais peuvent être renforcés s’ils peuvent faire participer davantage l’équipe interprofessionnelle de soins de santé.

scholarly journals It’s Not Working: Barriers to the Inclusion of Workers with Mental Health Issues

2011 ◽  
Vol 29 ◽  
pp. 163 ◽  
Author(s):  
C. Tess Sheldon
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Santé Mentale ◽  
Health Issues ◽  
Prise De Décision ◽  
Marché Du Travail ◽  
Attitudinal Barriers ◽  
Mental Health Issues ◽  
Société Canadienne ◽  
Sante Mentale

This article examines the judicial treatment of complaints of discrimination from workers with mental health issues. Equality protections promise full inclusion in social, work and community life. The principle of inclusion is understood in three inter-related parts: inclusion in the workforce, inclusion in decision-making and, in the most broad and prospective sense, inclusion in Canadian society. The current framework of equality protections has not effectively addressed these core values of inclusion for workers with mental health issues. The workplace continues to be a site of discrimination and harassment. Barriers prevent workers with mental health issues from getting or keeping employment, discourage their participation in decision-making, and entrench the devaluation, isolation and exclusion of persons with mental health issues. Accommodative measures must be alive to the concrete and attitudinal barriers experienced by workers with mental health issues.Cet article examine l’attitude adoptée par les tribunaux à l’égard des plaintes de discrimination des travailleurs ayant des problèmes de santé mentale. Les protections en matière d’égalité garantissent la pleine inclusion dans la vie sociale et communautaire et dans le marché du travail. Le principe d’inclusion comporte trois volets intimement reliés : l’inclusion dans le marché du travail, l’inclusion dans la prise de décision et, au sens le plus large et prospectif, l’inclusion dans la société canadienne. Le système actuel de protections en matière d’égalité n’a pas convenablement tenu compte de ces valeurs essentielles de l’inclusion des travailleurs ayant des problèmes de santé mentale. La discrimination et le harcèlement sont encore présents sur le marché du travail. Des obstacles empêchent les travailleurs ayant des problèmes de santé mentale d’obtenir un emploi et de le conserver, les dissuadent de participer aux prises de décisions et perpétuent la dévalorisation, l’isolement et l’exclusion des personnes ayant des troubles de santé mentale. Les mesures d’adaptation doivent tenir compte des obstacles concrets et comportementaux que doivent surmonter les travailleurs ayant des problèmes de santé mentale.

scholarly journals The degree of involvement of the educational leader of teachers in decision-making from the viewpoint of teachers in the Zarqa Directorate (First) of Education: درجة إشراك القائد التربوي للمعلمين في اتخاذ القرار من وجهة نظر المعلمين  في مديرية تربية الزرقاء الأولى

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Amal Muner Mohamed Abo Jhashe
Keyword(s):  
Decision Making ◽  
Teaching Methods ◽  
Educational Leaders ◽  
Point Of View ◽  
Teacher Participation ◽  
Educational Institutions ◽  
Educational Leader ◽  
Teaching Curriculum ◽  
Participation In Decision Making ◽  
Community Decision

This study aimed to identify the ability of the educational leader to apply the principle of participation in decision-making and its impact on the achievement of the educational institution's objectives effectively from the point of view of teachers in the Zarqa Directorate (First) of Education and used the study method descriptive-analytical and the study tool (questionnaire) where it was distributed to a random sample of (110) teachers belonging to the Zarqa Directorate (First) of Education. The study found that the participation of educational leaders in decision-making received an average (2.84 out of 5) verbal (intermediate) ratings, and at the level of fields; Community decision-making average (2.90), teacher participation in decision-making for teachers themselves averaged (2.81) and finally teacher participation in decision-making on the teaching curriculum and teaching methods (2.72), all of which are estimated (2.84), and based on the results, the study recommended the need for teachers to participate in decision-making within educational institutions, which reflects positively on the work of the performance of the institution and improve the type of style possessed by the leader in the institution.

scholarly journals The Audience “Talking Back”: Alan M. Thomas’ Educational Television Experiment in Democratic Decision Making

2017 ◽  
Vol 42 (1) ◽  
Author(s):  
Errol Salamon
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Social Action ◽  
Direct Democracy ◽  
Educational Television ◽  
Adult Educator ◽  
Prise De Décision ◽  
Educational Broadcasting ◽  
Canadian Association ◽  
Television Experiment

In 1959, adult educator Alan M. Thomas outlined a pioneering concept of the active broadcast audience in Canada. Thomas affirmed that the audience’s potential to be a force for two-way communication and direct democracy had been unfulfilled. Twenty years later, Thomas put this concept into practice. As president and chair of the Canadian Association for Adult Education, he developed a participatory television series with the Canadian Broadcasting Corporation called People Talking Back. The six-part series was an activist experiment in democratic decision-making to facilitate social action and learning outside of formal educational institutions. This Research in Brief brings together Thomas’ concept of the audience with his adult educational broadcasting scholarship and research on People Talking Back, all of which have remained relatively unrecognized by communication scholars.En 1959, l’éducateur d’adultes Alan M. Thomas a initié une approche pionnière envers le public des médias au Canada. Selon lui, on n’avait pas encore développé le potentiel de ce public d’être une force en communication bidirectionnelle et en démocratie directe. Vingt ans plus tard, Thomas a pu mettre son initiative en œuvre. En effet, en tant que président de la Canadian Association for Adult Education, il a créé avec la Société Radio-Canada une émission de télévision participative intitulée People Talking Back (« Les gens répondent »). Cette série activiste de six épisodes a expérimenté la prise de décision démocratique dans le but de faciliter l’apprentissage et l’action sociale de ses téléspectateurs hors du cadre d’un établissement d’enseignement formel. Cette Recherche en bref établit un lien entre la conception du public formulée par Thomas et l’étude de celui-ci relative à People Talking Back de la radiodiffusion appliquée à l’éducation des adultes. Les initiatives de Thomas ont reçu jusqu’à présent peu d’attention de la part des chercheurs en communication.

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