Involvement as an aspect of professional commitment : implication for the management of teacher competence.

Abstract

M.Ed.

This study is predicated upon the objective of investigating opinions of how teachers perceive teacher competence. Teacher competence is designed around theoretical constructs of the learning environment professional commitment order and discipline educational foundation teacher reflection co-operative ability efficiency leadership style These constructs could be reduced to two factors: collaborative and educative competences. This research essay concentrates on involvement as an aspect of professional commitment and its implications for the management of teacher competence. Involvement is defined as empowerment and transfer of authority by allowing teachers to make decisions about assigned tasks. Involvement by teachers could either be voluntary or through delegation by the superior. Various reasons and benefits that could encourage teacher involvement were found, for example promotion of individualism, identification, socialisation and differentiation. Certain factors were found to be capable of determining the ability to become involved, for example motivation, attitudes, behaviour and level of acceptance. Teacher involvement could be impeded by individual factors such as fear, selfishness, passiveness, aggression, principal's management style, time available and conflicts. Since there is not enough attention given to the teacher, involvement can serve as a compliment which can help in the development of his talent and his competence.