Teacher Empowerment and Cultural Context

The Case of Brunei Darussalam
1. Auflage 2017
ISBN: 978-1-138-30236-5
Verlag: Routledge

Buch, Englisch, 130 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 367 g

Reihe: Routledge Series on Schools and Schooling in Asia

Teacher empowerment is a psychological and socio-structural motivational process that enhances teacher performance and self-expression. The current conceptualisations of Teacher Empowerment, available in extant literature, have been constructed in an Anglo-Saxon, western cultural context. There have been attempts to transfer the concept to Asian countries, but these attempts were faced with major obstacles since the underlying cultural assumptions are not the same across countries.

This book treads new ground by redefining Teacher Empowerment in the cultural context of South East Asia. Using the case of Brunei Darussalam which has a unique socio-cultural make-up as a melting pot of Malay, Chinese and other Asian cultures, the book offers a unique insight how the Teacher Empowerment dynamics is played out in this context. Covering more than just empowering leadership in schools, the author explores how colleagues, parents, and students empower teachers, and how teachers empower themselves. This book is a valuable guide for educators and educational leaders and researchers in Southeast Asia and beyond, who are committed to the empowerment of teachers, and the qualitative enhancement of the field of education as a whole.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Thomas, Shanthi

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Preface
Chapter 1. Teacher empowerment
Chapter 2. The cultural context
Chapter 3. The role of school leaders in facilitating and/or impeding teacher empowerment
Chapter 4. The role of colleagues in facilitating and/or impeding teacher empowerment
Chapter 5. The role of students and parents in facilitating and/or impeding teacher empowerment
Chapter 6. Self-initiated empowering and disempowering behaviours of teachers
Chapter 7. Empowering/disempowering values, beliefs and dispositions of the individual teacher
Chapter 8. Teacher empowerment process in the study context vis-à-vis western conceptualization
Chapter 9. A proposed model of self-empowerment and disempowerment
Chapter 10. Implications and recommendations
Conclusion
References

Über Autor(innen)

Dr. Shanthi Thomas completed her PhD in Education at Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam. She has ten years of experience as a teacher leader, as well as in teaching modules in the Masters in Education and Masters in Teaching courses at Universiti Brunei Darussalam.