Abstract
The present study examined the effect of teacher empowerment on teachers’ commitment and student achievement. A sample of 356 teachers at Payam-e-Noor University, Ilam branch completed two questionnaires, i.e., School Participant Empowerment Scale (SPES) developed by Short and Rinehart (1992) and Organization Commitment Questionnaire (OCQ) developed by Mowday et al.’s (1979). The results of structural equation modeling indicated the six dimensions of decision making, professional growth, status, self-efficacy, autonomy, and impact played a significant role in teacher commitment and student achievement. Teacher empowerment was found to be important in classroom and instructional decisions that enhance organizational effectiveness and improve student performance. These outcomes may be beneficial for policy-makers in directing teachers to a high level of competency, high status and self-esteem and help them to achieve professional growth. DOI: 10.5901/mjss.2016.v7n4p649
Highlights
It was not until late 1980s when teacher empowerment came to be viewed as a significant school organizational concern. Maeroff (1988) and Sykes (1990) argued that teacher empowerment is a critical issue that is conducive to schools’ efficiency
The main purpose of this study is to examine the effects of teacher empowerment on teacher commitment and student achievement
The outcomes of the current study pointed out all six dimensions for teachers’ commitment including decision making; professional growth; status; self-efficacy; autonomy; and impact are significantly related to teachers’ empowerment
Summary
It was not until late 1980s when teacher empowerment came to be viewed as a significant school organizational concern. Maeroff (1988) and Sykes (1990) argued that teacher empowerment is a critical issue that is conducive to schools’ efficiency. It was not until late 1980s when teacher empowerment came to be viewed as a significant school organizational concern. Maeroff (1988) and Sykes (1990) argued that teacher empowerment is a critical issue that is conducive to schools’ efficiency. The focus has been on teachers to have more opportunity to participate in school level decision-making and to utilize greater professional judgment in curriculum and instructional issues. Teacher empowerment is thought to improve student learning by fostering teaching quality. Teacher empowerment is affected by factors like the nature of teaching, the features of teaching as a profession, teacher background knowledge, school organizational features, and its environmental context. According to Marks and Louis (1997), teacher empowerment is an essential condition for enhancing students’ academic performance
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