Empowering middle managers in public education

Reports on two sets of perceptions which public school principals have about empowerment. One set involves the recent expansion of responsibilities delegated to principals by their superiors in the school district office as well as the empowering by the principals of their teachers of some of these responsibilities. The other set of perceptions focusses on the introduction of input by principals as evaluatees to their evaluation by their superiors in the school district office. Offers conceptual guidelines about empowerment as guides for these studies and introduces these first. Ends with selected implications of these studies for practice.