Teacher Empowerment: School Administrators’ Roles1

Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This makes teacher empowerment a crucial issue. The primary aim of this research is to determine school administrators’ roles in empowering the teachers at their schools. Research Method: In this study, the researcher used a qualitative research design. The data were analyzed in accordance with the content analysis method. The researcher interviewed 20 teachers through over the course of this study. The researcher chose the respondents according to the purposive sampling method

PDF

___

Bailey, K. D. (1994). Methods of social research. (4th Ed.). New York: The Free Press. Bartholomew, S.K., Melendez-Delaney, G., Orta, A., & White, S. (2005). Untapped resources: Assistant principals as instructional leaders. PL, May 2005. Retrieved November 6, 2016 from http://www.nassp.org/Portals/0/Content/51443.pdf
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd Ed.). Needham Heights, MA: Allyn & Bacon.
Bogler, R.., & Nir, A.E. (2012). The importance of teachers’ perceived organizational support to job satisfaction: What’s empowerment got to do with it? Journal of Educational Administration, 50(3), 287-306.
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277-289.
Bolin, F. S. (1989). Empowering leadership. Teachers College Record, 19(1), 81-96 . Byham, W.C., & Cox, J. (1992). Zapp in education. New York: Fawcett Columbine. Creswell, J. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merrill Prentice Hall.
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
Crum, K. S., Sherman, W. H., & Myran, S. (2009). Best practices of successful elementary school leaders. Journal of Educational Administration, 48(1), 48-63.
Dee, J. R., Henkin, A. B., & Duemer, L. (2002). Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration, 34(3), 257-277.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers' organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120, 205-231.
Gerke, W. (2004). More than a disciplinarian. PL, November, 2004. Retrieved November 7, 2016 from http://www.nassp.org/Portals/0/Content/48190.pdf
Glaser, B. G. (1992). Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, Ca: Sociology Press.
Goyne, J., Padgett, D., Rowicki, M., A., & Triplitt, T. (1999). The journey to teacher empowerment, http://files.eric.ed.gov/fulltext/ED434384.pdf,retrieved on 25.09.2016.
Hatcher, R. (2005). The distribution of leadership and power in schools. British Journal of Sociology of Education, 26(2), 253-267.
In’am, A. (2015). Mathematics teachers’ response towards teacher empowerment at junior high school in Indonesia, American Journal of Educational Research, 3(4), 439-445.
Irwin, J. W. (1996). Empowering ourselves and transforming schools: Educators making a difference. Albany, N.Y: State University of New York Press.
Jackson, K. M., & Marriott, C. (2012). The interaction of principal and teacher instructional influence as a measure of leadership as an organizational quality. Educational Administration Quarterly, 48(2), 230-258.
Kerkhof , van de M. (2006). The repertory grid technique, (RGT), integrated assessment. Retrieved on 5 November, 2016, from http://www.ivm.vu.nl/en/Images/PT4_tcm53-161509.pdf,1-7.
Kimwarey, M. C., Chirure, H. N., & Omondi, M. (2014). Teacher empowerment in education practice: Strategies, constraints and suggestions, IOSR Journal of Research & Method in Education (IOSR-JRME, 4(2), 51-56.
Kirby, P. C., & Wimpelberg, R., & Keaster, R. (1992). Teacher empowerment depends on needs, expectation of principals, schools, districts. NASSP Bulletin, 76(540), 89-95.
Klecker, B. J., & Loadman, W. E. (1998). Defining and measuring the dimensions of teacher empowerment in restructuring public schools. Education, 118, 358- 370.
Lee, A. N., & Nie, Y. (2015). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample, Educational Management Administration & Leadership, 1–24.
Maeroff, G. I. (1988). The empowerment of teachers. New York: Teachers College Press in http://www.questia.com/library/1G1-16138677/defining-teacherempowerment/
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19(3), 245-275.
Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4thEd.). Thousand Oaks, CA: Sage.
Martin, K., & Coleman, P. (2011). Licensing teacher leaders: The Kansas model. The Delta Kappa Gamma Bulletin, Spring (2011), 6-9.
Mayring, P. (2000). Qualitative content analysis, forum: Online Journal Qualitative Social Research, 1(2), 1-10.
Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.
Moran, K. A. (2015). Teacher empowerment: School administrators leading teachers to lead, Unpublished Doctoral Dissertation, Youngstown State University.
Moye, J. M., Henkin, A. B., & Egley, R. J. (2004). Teacher-principal relationships exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(3), 260-277.
NCCTQ (National Comprehensive Center for Teacher Quality). (2007). Key issue: Enhancing teacher leadership. Retrieved November 6, 2016 from http://www.gtlcenter.org/sites/default/files/docs/EnhancingTeacherLea dership.pdf
Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44-51.
Peel, H., & Walker, B. (1994). What it takes to be an empowering principal. Principal, 73(4), 41-42.