Power Equalization in Schools Through Organization Development

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Abstract
The effects of a three-year organization development (OD) intervention on power equalization were examined in seven experimental and seven control schools. The principal and teachers from experimental schools participated in a multifaceted OD intervention that included organizational training, a project coordinating council for planning and policy, and school goal-setting activities. The power of the principals and teachers became more equalized in experimental schools than in control schools. Teacher participation in decision making was positively related to power equalization, and teacher satisfaction with the administration was partially related to power equalization. Principals in schools where power equalization occurred tended to lose power during the intervention. The results support differences in schools.