Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2008

Committee Chair or Co-Chairs

James H. Lampley

Committee Members

Amiee Govett, Eric S. Glover, Pamela H. Scott

Abstract

The purpose of this study was to investigate teacher perceptions of their empowerment. Six school systems in the Northeast Tennessee region were used in the study. Of the 600 teachers who were surveyed, 312 responded (52%). The Psychological Empowerment Instrument was used to survey the sample.

Research supported the notion that teacher empowerment could be influenced by organizational structure, relationships, communication, conflict resolution, emotional intelligence, motivation, job satisfaction, and transformational leadership. Teacher empowerment also involved servant leadership.

One research question guided the study. From this question, 12 null hypotheses were generated. Means were compared for the 4 dimensions of the PEI (Meaning, Competence, Impact and Self-Determination). The grouping variables were years of experience, gender, and level of education. ANOVAs and independent samples t tests were computed to evaluate the data.

The results of ANOVA and Independent Samples t tests were that there were significant differences in the 4 dimensions with teacher years of experience but not with gender or level of education. Findings suggested that seasoned teachers often showed a higher level of empowerment than beginning teachers. The findings also suggested that gender and level of education did little to influence teacher empowerment in their schools. From the results of the study, conclusions and recommendations for future research were formulated. It was suggested that teachers be involved in a mentoring program. It was also suggested that administrators determine teacher empowerment through faculty assessments and follow up with professional development to ensure the continued empowerment of their staff.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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