The Powers of Australian Teachers in the Political System of School Government

The views of a sample of Australian teachers were obtained regarding the powers exercised by teachers and administrators in decisions relevant to internal school government. The teachers perceived themselves as playing a delegated-leadership role within the classroom and a subordinate role in decision areas external to classroom management. On the other hand, they expressed a desire to extend their delegated-leadership role to important matters concerning the instructional organization and administration of the school. The evidence suggested that teachers wished to change the perceived balance of power in schools in the direction of a more ‘democratic’ style of school government.