Autonomy and control in EFL programme management
DOI:
https://doi.org/10.25170/ijelt.v2i2.1601Keywords:
EFL, management, mentor programme design, autonomy, control, ownershipAbstract
This article argues that issues of autonomy and control – who has autonomy and who has control over which decisions – are endemic in programme design, implementation and evaluation, and seriously impact programme success. This argument is illustrated using data from an evaluation of an EFL Mentoring Programme designed to train local EFL teachers to supplement and eventually replace expatriate teachers. It is concluded that ownership and commitment on EFL programmes are directly related to issues of autonomy and control, and that striking a balance between autonomy and control is a very difficult aspect of programme management.
References
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Argyris, C. and Schön, D. 1974. Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.
Argyris, C. & Schön, D. 1978. Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
Arnold, E. 1999. ‘Let’s just lie down and play dead’: Teacher initiatives and organizational change. Assignment submitted as part of Ed. D. Leicester University
Arnold, E. 2003. An Evaluation of an EFL Mentoring Programme Ed. D. Thesis, Leicester University, UK
Bell, T. & Bush, L. 2002. The policy context. In L. Bush & T. Bell (Eds.), The principles and practice of educational management. London: Paul Chapman.
Caldwell, B. & Spinks, J. 1988. The self-managing school. Lewes: Falmer Press.
Griseri, P. 1998. Managing values: Ethical change in organizations. Basingstoke: Macmillan.
Hargreaves, A. 1991. Contrived Collegiality: The Micro politics of Teacher Collaboration. In J. Blase. (Ed). The politics of life in schools: Power, conflict, and cooperation (pp. 46-72). Newbury Park, California: Sage Publications
Malderez, A. & Bodóczky, C. 1999 Mentor course. Cambridge: Cambridge University Press
Palmer, C. 1993. Innovation and the experienced teacher. ELT Journal 47/2, 166-171
Smyth, J. 1996. The socially just alternative to the self-managing school. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger & A. Hart (Eds), International handbook of educational leadership and administration. Boston: Kluwer.
Thomas, H. & Martin, J. 1996. Managing resources for school improvement. London: Routledge
White, R. V. 1987. Managing innovation. ELT Journal 41/3, 211-218.
Argyris, C. and Schön, D. 1974. Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.
Argyris, C. & Schön, D. 1978. Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
Arnold, E. 1999. ‘Let’s just lie down and play dead’: Teacher initiatives and organizational change. Assignment submitted as part of Ed. D. Leicester University
Arnold, E. 2003. An Evaluation of an EFL Mentoring Programme Ed. D. Thesis, Leicester University, UK
Bell, T. & Bush, L. 2002. The policy context. In L. Bush & T. Bell (Eds.), The principles and practice of educational management. London: Paul Chapman.
Caldwell, B. & Spinks, J. 1988. The self-managing school. Lewes: Falmer Press.
Griseri, P. 1998. Managing values: Ethical change in organizations. Basingstoke: Macmillan.
Hargreaves, A. 1991. Contrived Collegiality: The Micro politics of Teacher Collaboration. In J. Blase. (Ed). The politics of life in schools: Power, conflict, and cooperation (pp. 46-72). Newbury Park, California: Sage Publications
Malderez, A. & Bodóczky, C. 1999 Mentor course. Cambridge: Cambridge University Press
Palmer, C. 1993. Innovation and the experienced teacher. ELT Journal 47/2, 166-171
Smyth, J. 1996. The socially just alternative to the self-managing school. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger & A. Hart (Eds), International handbook of educational leadership and administration. Boston: Kluwer.
Thomas, H. & Martin, J. 1996. Managing resources for school improvement. London: Routledge
White, R. V. 1987. Managing innovation. ELT Journal 41/3, 211-218.
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2006-10-31
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