Abstract
This chapter begins with a brief description of the Australian school system as represented in Tasmania. This provides a backdrop for a report of the design and results of the Australian component of this study. Results of the research conducted with 50 principals and 105 teachers about their respective views on teacher involvement in school-based decision-making are presented and discussed with reference to our knowledge of schooling cultures and the workloads and worklives of educators in Australia.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Australian Bureau of Statistics. (2003/2006). Australian social trends 2003: Summary of articles. Retrieved from http://www.abs.gov.au/Ausstats/abs@.nsf/7d12b0f6763c78caca257061001cc588/923ec292aba44932ca2570ec00006ee7!OpenDocument
Churchill, R., & Williamson, J. (2004). Teachers’ work lives in an environment of continual educational change: Australian perspectives. In P. Poppleton & J. Williamson (Eds.), New realities of secondary teachers’ work lives (pp. 29–55). Oxford, England: Symposium Books.
Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: ASCD.
Cowley, T., & Williamson, J. (Eds.). (1995). Teachers work lives: The view from relief teachers, transferred teachers and teachers implementing educational change. Papers presented as part of a Symposium at the 25th Annual Conference of the Australian Association for Research in Education, Hobart, Australia. Retrieved April 10, 2011 from http://www.aare.edu.au/95pap/willj95015.txt
Department of Education Tasmania. (2009). Annual report 2008 – 2009. Retrieved fromhttp://www.education.tas.gov.au/annualreport/08-09
Gardner, C., & Williamson, J. (2004). Workloads of government school teachers and allied educators in Tasmania: A report commissioned by the Australian Education Union Tasmanian branch. Hobart, Australia: Australian Education Union.
Gardner, C., & Williamson, J. (2005). The forgotten interstices of education policy: The good, the bad and the ugly. In C. Harris & C. Marsh (Eds.), Curriculum development in Australia: Promising initiatives, impasses and dead-ends (pp. 83–104). Adelaide, SA, Australia: Open Books.
Geijsel, F., Sleegers, P., van den Berg, R., & Kelchtermans, G. (2001). Conditions fostering the implementation of large-scale innovation programs in schools: Teachers’ perspectives. Educational Administration Quarterly, 37(1), 130–166.
Geist, J. R., & Hoy W. K. (2004). Cultivating a culture of trust: Enabling school structure, teacher professionalism, and academic press. Leading and Managing, 10(1), 1–17.
Hallam, P. R., & Hausman, C. (2009). Principal and teacher relations: Trust at the core of school improvement. In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 403–416). Retrieved from SpringerLink.
Mulford, B., & Johns, S. (2004). Successful school principalship. Leading and Managing, 10(1), 45–76.
Mulford, W., Silins, H., & Leithwood, K. (2004). Educational leadership for organisational learning and improved student outcomes. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Poppleton, P., & Williamson, J. (Eds.). (2004). New realities of secondary teachers’ work lives. Oxford, England: Symposium Books.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Williamson, J., Gardner, C. (2015). Teacher Involvement in Australia. In: Menlo, A., Collet, L. (eds) Do Teachers Wish to be Agents of Change?. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-959-3_4
Download citation
DOI: https://doi.org/10.1007/978-94-6209-959-3_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-959-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)