Volunteering and Empowerment in Secondary Schools

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Abstract
This study explores the rationales for and consequences of voluntary com munity participation in the life of a school. Thirty-one teachers and vol unteers from three schools were identified and Jormally interviewed. The six types of involvement reported were found to be more needs-based when participants were asked about the rationales of others. Women reported more personal and social rationales, men more instrumental rationales; personal empowerment was a fundamental consequence of involvement; and the situational characteristics of volunteers were essential to under standing their personal needs and sources of empowerment. The findings challenge the institutional rationale, support the idea that volunteers can achieve altruistic and egoistic goals simultaneously, and affirm a belief in lifelong education.

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