TEACHER EMPOWERMENT, CONSULTATION, AND THE CREATION OF NEW PROGRAMS IN SCHOOLS

In this article I discuss implications of empowerment theory, as devel oped by community psychologists, for consultants involved in the devel opment of new programs in schools. I consider the nature of empowermen t, including the distinction between psychological and political empow erment. Factors in the planning process and the organizational environ ment that influence empowerment are specified, including clear and mea ningful roles, self-efficacy, self-determination, impact, political an d socio-emotional support, access to strategic information and resourc es, inspiring and shared leadership, and a strengths-based work cultur e. I present data from a study of teachers showing how these factors c ontribute to greater openness to change, and I summarize two other stu dies that highlight dilemmas encountered in pursuing empowerment. I co nclude with action guidelines for consultants who wish to increase tea cher support for new programs.