Teacher Empowerment: School Administrators Roles

Balyer, Aydın; Özcan, Kenan; Yıldız, Ali

doi:10.14689/ejer.2017.70.1

Cited by 45 publications

(35 citation statements)

References 8 publications

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“…They need to seek professional growth, which may include training, postgraduate programs, and seminars that can help them to expand their roles. 26 Access to sufficient information plays a role in the context of how an employee contributes to the achievement of the organization's goals. This current study recommends that, for nursing faculty to participate freely in the decision-making, they must be informed of both the roles and responsibilities that they need to perform and of the vision and goals of the organization.…”

Section: Discussionmentioning

confidence: 99%

Organizational empowerment among Nursing Faculty in the Northwestern Region of Saudi Arabia

2020

Makara J Health Res

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Background: This study aimed to determine the differences in the workplace empowerment of nursing faculty as it relates to their demographic information. Methods: A comparative cross-sectional study was conducted among 65 nurse educators at the College of Nursing, University of Hail, Saudi Arabia. The data were collected through a survey questionnaire between January and March 2019. Results: Significant differences were found regarding gender and opportunity (p < 0.017), support (p < 0.020), resources (p < 0.022), job activities scale (JAS; p < 0.005), organizational relationship scale (ORS; p < 0.011), and marital status on resources (p < 0.031). In comparison, gender to information and all of the other demographic variables such as marital status (except resources), years of experience, age, nationality, educational qualifications, and specialization were found insignificant to opportunity, support, resources, information, JAS, and ORS, where all of their p-values were more than 0.05. Conclusion: Male nursing faculty were found to be more empowered in terms of opportunity, support, resources, JAS, and ORS but not to information. Married nursing faculty were found more empowered only to resources. This study supports that gender and information, marital status (except resources), years of experience, age, nationality, educational qualifications, and specialization are not determinants for job empowerment.

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Section: Discussionmentioning

confidence: 99%

Organizational empowerment among Nursing Faculty in the Northwestern Region of Saudi Arabia

2020

Makara J Health Res

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“…When teachers feel empowered, they are confident that they possess the skills and authority to make decisions; subsequently, this will enhance their professionalism and competencies (Ali et al, 2019;Banker, 2017). More importantly, studies have also highlighted the significance of empowered teachers with regard to the implementation of teaching and learning in the 21st century because a higher level of teacher autonomy and power will create professional educators who are more proactive and innovative (Ali et al, 2019;Arbaa, Jamil, & Ahmad, 2017;Balyer, Ozcan, & Yildiz, 2017).…”

Section: Teacher Empowerment and Techer Wellbeing At The Workplacementioning

confidence: 99%

Looking After Teacher Wellbeing: Does Teacher Empowerment Matter?

Yusoff¹,

Tengku-Ariffin²

2020

MOJEM

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It is well acknowledged that teachers' wellbeing has an impact on teachers' work and play a deciding role in the achievements and improvement of both students and schools. A positive internal environment will ensure that teachers are happy and enjoy their work. This study focuses on the relationship between teacher empowerment (TE) and teacher wellbeing at the workplace (TWB). It examines the various subscales of TE to determine the subscales that best predict TWB. The study tool consists of the adapted instrument, the School Participant Empowerment Scale (SPES) that measures teachers' perceived empowerment and a modified version of the Workplace Wellbeing Index that measures TWB. This study was a cross-sectional survey involving 371 schoolteachers selected via multi-stage sampling in one of the states in Malaysia. Results showed no significant difference in TWB based on the demographic factors (gender and age). Results also indicated significant positive correlations between TE and TWB (r=.64, p<0.01) and TE explained as high as 60% of the variance in TWB (r2=.60, F=91.187). Separate analysis of the TE dimensions witnessed only the Decision-Making dimension positively and significantly predicted TWB (β=0.65, p<0.05).

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“…According to Chan, Rosidih and Khor [18], the aspects of empowerment involve working together in terms of delegating work and power to encourage people to become more involved in making decisions and trusting individuals to have the skills to put their ideas into practices. Teacher empowerment is also perceived as opportunities for shared decision-making, improved professional status, enhancing schools to become a more attractive place for students, building relationships on the principles of trust and creating excellent communication among teachers [10].…”

Section: Teacher Empowermentmentioning

confidence: 99%

“…This process would further assure that the teacher empowerment model can be used as a measurement tool in the pursuit of a more meaningful empirical evidence. Through empowerment, teachers can discover their potentials and develop skills in their professional development [10]. School administration, in particular, needs to have an understanding of the various forms of teacher empowerment that can be practised in schools to maximise student achievement [11].…”

Section: Introductionmentioning

confidence: 99%

School Participation Empowerment Scale (SPES) Adaptation for Teachers in Malaysia

Yusoff¹,

Ariffin²,

Zalli³

2020

ujer

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Teacher empowerment is increasingly gaining attention among scholars and practitioners across educational contexts due to positive outcomes, especially for school effectiveness in general. Teachers should be empowered to improve their efficiency and professionalism based on their capabilities towards achieving an enhanced teacher workplace and well-being in schools. Therefore, this study validated the measurement model of teacher empowerment as a result of a modification in the School Participation Empowerment Scale (SPES) developed by Short and Rinehart (1992). Three items were removed due to the difference in culture, while 35 of the items were retained and modified. The questionnaires were distributed to 371 respondents using multi-stage sampling. These respondents were secondary school teachers from the state of Kelantan. Confirmatory factor analysis (CFA) in Structural Equation Modelling in AMOS version 24 was employed to assess the fitness of the measurement model. The results showed that fitness indexes achieved the level of acceptance (RMSEA = .066, CFI = .926, TLI = .920, ChiSq / df = 2.611). Therefore, this model is suitable for the teacher empowerment construct. This study hopes to be of use in future research on teacher empowerment that could bring further improvement in school effectiveness.

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Teacher Empowerment: School Administrators Roles

Cited by 45 publications

References 8 publications

Organizational empowerment among Nursing Faculty in the Northwestern Region of Saudi Arabia

Organizational empowerment among Nursing Faculty in the Northwestern Region of Saudi Arabia

Looking After Teacher Wellbeing: Does Teacher Empowerment Matter?

School Participation Empowerment Scale (SPES) Adaptation for Teachers in Malaysia

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