167,267 research outputs found

    Teacher empowerment

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    Literature reveals that “teacher empowerment” (to become an active decision-maker) is considered a key element in successful school reforms. Despite the many educational reforms that have been executed in Pakistan, limited work has been done for teacher empowerment; as a result, the expected outcomes were not achieved. To facilitate the teacher empowerment process, the Aga Khan University-Institute for Educational Development (AKU-IED) under USAID Project-III, planned and implemented a series of professional development programmes for rural and suburban teachers from Non-Governmental Organizations and Community-Based Organizations (NGOs and CBOs) working in the education sector of Sindh. The focus of these programmes was on teacher empowerment strategies, which have been addressed in the areas of curricular content, teaching methods, teacher education, inter and intra personal skills, and having a say in the setting of school policy. These professional programmes helped teachers to develop themselves as decision makers in curriculum setting, work with colleagues, involve parents in school activities, bring into practice newly acquired applicable knowledge and skill in their classes in order to trigger a positive change in the teaching and learning process, taking into account their contextual realities. During follow-up visits and workshops, the team found that a majority of NGOs has assigned significant roles to graduates from AKU-IED as they proved to be successful teachers with notable decision-making capabilities. This presentation discusses the initial achievements of strategies included in the offered programmes alongside paying specific attention to the progress made by the participants and its implications in the areas mentioned earlier on

    MANAGEMENT STRATEGIES TO ENHANCE TEACHER EMPOWERMENT IN ELEMENTARY SCHOOLS*

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    The objectives of this research were 1) to study the current and desirable state of the management to enhance teacher empowerment in elementary schools 2) to analyze strengths, weaknesses, opportunities and threats of the management to enhance teacher empowerment in elementary schools and 3) to develop management strategies for enhancing teacher empowerment in elementary schools. The study was mixed method research. The samples were 395 elementary schools. The instruments used in this study were the questionnaire and the strategic evaluation form of feasibility and appropriateness. The data were analyzed by frequency, percentage, average, standard deviation, PNIModified and content analysis.The results showed that 1) The current state of the management to enhance overall teacher empowerment in elementary schools were at the high level. The empowerment of individual was higher than the group empowerment (x=4.0641 and 4.0249 respectively). The desirable state of the management to enhance overall teacher empowerment in elementary schools were at the highest level. The empowerment of individual was higher than the group empowerment (x=4.5159 and 4.5019 respectively). 2) The strengths of the management to enhance the empowerment of teacher in elementary schools was the empowerment of individuals. The weaknesses of the management to enhance the empowerment of teacher in elementary schools was the empowerment of group. Opportunity for the management to enhance the empowerment of teachers in elementary schools was government policy and technology, the threat of the management to enhance the empowerment of teachers in elementary schools was the economic and society. 3) The management strategies to enhance the empowerment of teachers in elementary schools were (1) Enrich the strengths and opportunities, coupled with the reduction of weaknesses and prevention of threats to individual empowerment (2) Enrich the opportunities coupled with the reduction of weaknesses and prevention of threats to group empowerment

    Teacher empowerment in relation to principal leadership styles, school innovation, and teacher demographics, 1998

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    This dissertation proposed to examine the relationships among teacher empowerment perceptions, school innovations, principal leadership style, and teacher demographics. Innovations were introduced in schools through the Division of Instruction. The study determined if school innovations contributed more to teacher empowerment than the principal leadership style contributed to teacher empowerment, while controlling for teacher demographics. Teacher perceptions about empowerment were surveyed by a questionnaire in a purposive sample of schools in a large Atlanta metropolitan school district. There were eight control schools and nine sample schools consisting of three schools in each of the three innovation types. In a one-way analysis of variance, there were no significant differences in the mean teacher empowerment scores among innovative and control schools. In a factor analysis of the data, principal leadership and teacher empowerment were placed in the same factor; while in a regression analysis of the data, principal leadership style was the only significant predictor of teacher empowerment. The main conclusion of the study is that principal leadership styles had a singular significant influence on teacher empowerment in comparison to school innovation types and teacher demographics. School innovation and teacher demographics were not significantly related to teacher empowerment

    Pengaruh modal psikologi dan pemberdayaan terhadap kinerja guru dengan mediasi kepuasan kerja

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    Performance is a determinant of achieving the goals of an organization's success. Organizational performance will be maximized when the organization is able to manage employees within the organization. This research aims to find out the psychological capital’s influence and empowerment on performance of teacher by mediating job satisfaction. The study was conducted on 112 teachers at SMK Negeri 1 Bawen Semarang Regency with total sampling method. The variables studied were independent variables, namely psychological capital and empowerment, the mediating variable was job satisfaction and the dependent variable was teacher performance. This study used multiple regression analysis in analizing data. Results of the study are obtained: 1) Psychological capital has a positive and significant effect on teacher job satisfaction (2) Empowerment has a positive and significant effect on teacher job satisfaction. (3) Psychological capital has a positive and significant effect on performance of teacher (4) Empowerment has a positive and significant effect on performance of teacher. (5) Job satisfaction has a positive and significant effect on performance of teacher. (6) Empowerment has the greatest influence compared to psychological capital on performance of teacher. (7) Job satisfaction mediates the effect of psychological capital on performance of teacher.(8) Job satisfaction mediates the effect of empowerment on performance of teacher

    An Analysis of Music Educators\u27 Professional Characteristics and The Role of School Type on Teacher Self-Efficacy and Empowerment

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    In January 2022, music teacher shortages accounted for eight percent of all vacancies in U.S. school systems. After emerging from COVID-19 lockdowns, many education stakeholders began to reconsider the ways in which teaching and learning have shifted. By committing to a strong understanding of teacher self-efficacy and empowerment, administrators and stakeholders would better safeguard teachers from leaving the profession. Therefore, I examined whether music educators’ professional characteristics and school type impact teacher self-efficacy and empowerment. Participants in this study consisted of K-12 music teachers (n = 78) within Mississippi, Tennessee, and Arkansas schools. The questionnaire incorporated previously-validated measures of teacher self-efficacy and empowerment. I used multivariate statistical analyses to determine if teachers’ professional characteristics and school type (traditional public, private, and charter) predicted self-efficacy and empowerment in the classroom. I found that gender, race, school type, and educational attainment were not strong predictors of teachers’ self-efficacy. However, experience level was a strong predictor of teachers’ self-efficacy. Also, I found that none of the variables strongly predicted teachers’ perceived empowerment. Therefore, I suggested prospective research areas in which teacher empowerment and self-efficacy beliefs in music education could be investigated. Keywords: charter school music, teacher self-efficacy, empowerment, self-determination, school culture, teacher retentio

    Pengaruh Pemberdayaan dan Profesionalisme Kerja Terhadap Motivasi serta Dampaknya pada Kinerja Guru SMK Negeri di Kabupaten Batu Bara

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    This study aimed to determine the effect of empowerment and work professionalism on motivation and its impact on the performance of State Vocational High School teachers in the Batu Bara district. This study uses a quantitative approach research design with a sample size of 217 people and data collection techniques using questionnaires and path analysis techniques. The study results show a direct and positive effect of empowerment on the teacher work motivation of 0.962 and an immediate effect of empowerment on teacher performance of 0.071. There is an indirect effect of empowerment on teacher performance of 0.0317. There is a direct effect of work professionalism on the motivation of 0.664 and an immediate effect of professionalism on teacher performance of 0.067. There is an indirect effect (impact) of work professionalism on teacher performance through work motivation of 0.044. In conclusion, these findings illustrate that simultaneously empowerment, teacher performance, and work professionalism influence the motivation of State Vocational Schools in Batu Bara District Key Word        : Empowerment, Work Professionalism, Motivation. Performance of Teache

    The Relationship between Teacher Empowerment and Student Achievement

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    The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants\u27 mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement

    Teacher Empowerment: A Focused Ethnographic Study in Brunei Darussalam

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    Teacher empowerment, as a process that enables teachers’ intrinsic motivation and brings out their innate potential, is of critical importance in modern times. However, the teacher empowerment construct in existing education literature originated in the west, and its dimensions are aligned to the western cultural scenario. The purpose of this study was to understand the behaviours of school leaders, teacher colleagues, students as well as their parents, and themselves, that teachers perceived as empowerment-facilitating and/or empowerment impeding. This study took place in a secondary school in Brunei Darussalam, a private secondary school. This study was designed as a ‘focused ethnography’, a methodological adaptation of the conventional anthropological ethnography. Fieldwork took place over a span of six months. The study concluded that teacher empowerment is relevant to non-western contexts, only if it is adapted to the contextual cultures. Finally, this study asserted that teacher empowerment is a self-driven phenomenon, and that the contextual culture decided the nature and extent of empowerment that can possibly take place in a particular setting
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