Vol 55, No. 7, pp.35-36. Survey data from the National Center for Education Statistics of the U.S. Department of Education show that principals and teachers hold differing views of the changes, or the lack thereof, in educational power structure. Despite modern rhetoric of teacher empowerment and decentralization, empowerment thus far appears to have gone to principals. Teachers perceive their own leadership not to have increased, and to be primarily confined to the classroom. Yet, principals perceive that teachers' leadership has increased steadily over the years.
Principals appear to have the impression that the rhetoric has been translated into practice.
To make the teachers' and principals' perceptions congruent is a daunting task facing the education profession in this new era of school leadership. A Comparative Guide Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg April 1998, Vol. Buildings That Teach John Wiebenson Feb. 1998, Vol. Many of these aids can be created by teachers, parents, or the students themselves. The most important teaching aid, according to Wiebenson, is an environmentally responsive building that teaches by example, together with information panels that drive the lesson home.