Teacher Empowerment Research Articles

HUMAN RESOURCE MANAGEMENT OPERATIONS IN RELATION TO EMPOWERMENT OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between human resource management operations and empowerment of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of human resource management operations that significantly influenced empowerment of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was extensive human resource management operations and an extensive empowerment of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of human resource management operations were found to have significantly influenced empowerment of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening the human resource management operations to ensure empowerment among teachers. KEYWORDS: Human resource management operations, empowerment of teachers, descriptive correlation, Panabo City Division, Philippines

Shared Leadership of School Heads and Teacher Empowerment in Public Elementary Schools in Davao Del Norte Division

Shared Leadership of School Heads and Teacher Empowerment in Public Elementary Schools in Davao Del Norte Division

You just have to take a big leap! Authentic teaching and learning in the technology program at an upper secondary school

AbstractIn literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.

The effect of the transformational leadership of director of an early childhood educational institution on the turnover intentions of teachers: Focusing on the mediation effects of teacher empowerment and efficacy

The effect of the transformational leadership of director of an early childhood educational institution on the turnover intentions of teachers: Focusing on the mediation effects of teacher empowerment and efficacy

Role of ICT in Teacher Empowerment

Education plays an important role in all countries and India is no exception. It always remains a challenge and there are huge gaps to fill. As for India, poor teacher training attitudes, poor infrastructure, shortage Insufficient resources, low literacy rates and existing socio-economic conditions Indicates that a state full interface is required to access knowledge. Aiming to provide quality education for social success development. Literacy rate of socially disadvantaged and vulnerable groups are declining. Developing viable models for developing countries is essential. Recently, digital resources and ICT tools have been made available to support this learning and teaching. Using technology to improve key questions

Well-being of the students – What matters?

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semi-structured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students’ inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

The State of Teacher Empowerment in Schools: A Review of Retention Challenge and Strategies

Teachers are the cornerstone of a strong education system. However, teacher retention has become a pressing issue globally (Hanushek et al., 2009). This paper examines the current landscape of teacher employment in schools, focusing on the factors that contribute to teacher attrition and strategies that can be implemented to retain educators. The paper draws on existing research to explore challenges such as workload, compensation, lack of support, and student behavior (Freiberg, 2019). It then analyzes successful retention strategies like professional development opportunities, mentoring programs, and fostering positive school cultures (Bryman et al., 2018). This paper concludes by emphasizing the need for a multi- pronged approach involving policymakers, school administrators, and educators themselves to create a sustainable teaching environment that attracts and retains high-quality talent (Desimone et al., 2002).

School Principal Management In Improving Teacher Competency Vocational School In Jambi Province

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

Teacher Empowerment in Creative Economy Education: A Case Study at Sd Ta'mirul Islam Surakarta Indonesia

Purpose: The purpose of this study is to cultivate entrepreneurial potential in students. The release of such potential could catalyze the natural wave of young entrepreneurs of the future. The successful development of entrepreneurial potential in students requires the quality and professionalism of an educator in nurturing creativity, integrating innovative methodologies, and instilling an understanding of entrepreneurship in students. The role of educators in the transmission of knowledge, ensuring effective and continuous learning, is essential. Methods: This qualitative research adopts a case study approach, collecting data through interviews, observation, and document analysis. To ensure the validity of the data, triangulation is used, combining multiple sources to ensure consistency and validity of the study. Results and Conclusion: Ta'mirul Islam Elementary School in Surakarta City, integrates creative economy education with religious teachings. Creativity must not be allowed to multiply without restraint; This requires internalizing religious values. Internalization of religious values refers to the process by which individuals adopt, understand, and apply religious values in their entrepreneurial endeavours. This internalization will build a moral foundation for engaging in sustainable economic practices that are transparent, honest, fair, and ethical. As a result, the study contributes significantly to the discourse on the intersection of education, entrepreneurship, and religious values. Research implications: The implications of this research are expected to be imitated by teachers in empowering the creative economy in schools. Originality/value: The originality of this research lies in empowering teachers in the implementation of creative economy education: a case study at SD Ta'mirul Islam Surakarta Indonesia.

“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community

Purpose: Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method: Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results: Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion: Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.

Perencanaan Sumber Daya Manusia: Kunci Keberhasilan Pendidikan Abad ke-21

Human Resource Planning (HRP) in the context of 21st century education is the key to the success of educational institutions. The global transformation that is taking place in this era demands the adaptation of the education system to meet the increasingly complex and dynamic needs of society. This research aims to investigate the role of HRP in supporting the success of 21st century education. The research methodology involves literature analysis and case studies of HRP implementation in several leading educational institutions. The results of the research show that effective HRP requires strategic integration between government policies, educational institution management, and teacher empowerment. Curriculum renewal, training for teachers in using cutting-edge technology, and the application of innovative teaching methods are critical elements in successful HRP.

STRATEGI MENINGKATKAN MINAT BELAJAR AL-QUR'AN PADA ANAK DENGAN METODE QUR'ANI SIDOGIRI DI MADRASAH DARUS SALAM DRINGU PROBOLINGGO

This research explores the interest of the younger generation in learning the Quran, with a focus on the Sidogiri Qur'anic Method (MQS) at Madrasah Darus Salam Dringu Probolinggo. The background highlights the uniqueness of the Quran and the shift in students' activities in reading it. The aim of this research is to describe how Quranic learning in the madrasah is planned using MQS, with the hope of enhancing students' interest in learning. Through survey methods, questionnaires, and the participation of MQS teaching staff, this research is expected to provide a positive contribution. The steps involve initial surveys, contacting the foundation's head, scheduling, and interaction with teaching staff. The results show an improvement in children's understanding of the Quran, while MQS focuses on technical learning and the formation of Islamic character. The conclusion affirms MQS as a comprehensive effort to shape individuals with strong religious knowledge and Islamic character. Recommendations include recognition, teacher empowerment, and more efficient scheduling for the sustainability of the research. Keywords: Strategy; Quran; Sidogiri Qur'anic Method

The Role of Education in Fostering Political Empowerment among the Female School Teachers in Newly Merged Districts of Khyber Pakhtunkhwa

One of the fundamental institutions that exist in one form or another in every society on the planet is education. The present research focuses on how education supports women's political empowerment in Khyber Pakhtunkhwa's newly merged districts. The study's main goal was to determine how education contributes to the political empowerment of female teachers in the targeted community. In a similar vein, the study's goal was to ascertain how teachers in the research area support women's political empowerment. The research was quantitative in nature, and 225 sample size (female teachers) were chosen from the three districts of Bajawar, Kurram, and Mohmmand using the Sekran sample size determination table. The data were collected through structured questionnaires from (Primary, Middle, and High) school teachers, which were then analyzed using the Statistical Package for Social Sciences (SPSS) software. The analyzed data were then presented in the form of tables and frequencies. The researched data demonstrates that in Khyber Pakhtunkhwa's newly merged districts, education may promote women's political empowerment in the true sense. It is advised that training, seminars, and awareness-raising events on the value of education and how it gives women political power be required for both the general public and female teachers.

PERSONALITY AS A PATHWAY TO AUTONOMY: A SCOPING REVIEW

In the contemporary education landscape, the intersection of personality and autonomy among teachers has become a focal point of interest and inquiry. As educators navigate the complex terrain of school environments, understanding the role of personality in shaping their autonomy is crucial for enhancing teaching practices and fostering professional development. This review explores the complex pathway linking personality to professional autonomy enactment to inform impactful policy and practice enhancements. Numerous studies have identified obstacles arising from instructor attitudes, uncertainties, and relational tensions around autonomy. However, the processes linking personality traits to promoting autonomy instruction remain unexplored. This scoping review addresses this gap by employing an advanced searching technique on the Scopus database, including studies published until 2023. The inclusion criteria encompassed empirical studies, theoretical frameworks, and systematic reviews that explored the relationship between personality traits and autonomy. Consequently, we unravel the multifaceted relationship between personality and teacher autonomy, delineating the challenges faced by educators, exploring applicable theories, and investigating the nuanced influence of personality traits. By presenting a comprehensive overview of these aspects, this study seeks to contribute valuable insights that can inform educational strategies, empower teachers, and guide future research endeavours in understanding the intricate dynamics of personality as a pathway to autonomy in the teaching profession. In addition, this study seeks to lay the foundation for further research, guiding future investigations and developing targeted interventions to enhance autonomy and individual agency.

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

PurposePrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.Design/methodology/approachData were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.FindingsResults confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.Research limitations/implicationsThe nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.Practical implicationsThe findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.Originality/valueThe study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

INSTRUCTIONAL LEADERSHIP AND TEACHER EMPOWERMENT: A PREDICTION MODEL ON TEACHER EFFICACY IN PUBLIC SCHOOLS

The purpose of this study was to determine instructional leadership and teacher empowerment: a prediction model on teacher efficacy in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary teachers in Cateel 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of instructional leadership, teacher empowerment, and teacher efficacy. Also, results revealed that there is a significant relationship between instructional leadership and teacher efficacy and a significant relationship between teacher empowerment and teacher efficacy. Further, instructional leadership and teacher empowerment significantly predict teacher efficacy of public school teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0748/a.php" alt="Hit counter" /></p>

Influence of Principals’ Expertise Power Utilization on Teachers’ Empowerment in Public Secondary Schools in Garissa County, Kenya

There is a global concern about the principals’ power utilization. The purpose of this study was to analyse the impact of principals’ power utilization on teachers’ empowerment. The objective was to determine the influence of principals’ expertise power utilization on teachers’ empowerment. The theories used here were the Approach Inhibition of Power and the Empowerment theory. The study utilized a mixed method and the simultaneous triangulating model with a descriptive survey design. The targeted populace was 14,184 which included 41 principals, 780 teachers, 13,339 students, and 24 MoE/TSC officers. The sample was 760 which included 33 principals stratified randomly sampled, 330 teachers, and 384 students sampled using the Fisher formula. The 13 MoE/TSC officers were purposively sampled. Questionnaires for learners and teachers were used while the interviewing schedule was for MoE/TSC officers and the principals. The investigator requested specialists to analyse the validity of the tools. As for reliability, there was a test-retest technique employed. Cronbach’s Alpha was utilized to find the reliability of the instruments. An alpha worth of 0.700 was attained and the instruments were termed consistent. Triangulating was used to assure credibility. In-depth interviewing was embraced to examine the dependability of non-numerical tools. Numerical facts were scrutinized in descriptive and inferential (Chi-square) statistics by means of tables, occurrences, and percent rates. Qualitative data was offered by thematic scrutiny in narrative form and verbatim citing. The study established that expertise power utilization was significant. The study concluded that expertise power influenced teacher empowerment positively. It was recommended that principals should utilize all of this power and that the government should beef up the use of this power in schools. Further research was recommended to be done on this power elsewhere using different participants

The Influence of Holistic Leadership of Administrators on Teachers Empowerment Program

With the continuous deepening of education reform, the leadership position in the education field has gradually improved. Issues such as leadership style assessment, leadership prediction, teacher leadership ability improvement programs, leadership training and educational reform have received widespread attention. However, there are still some problems and challenges in these areas that require further research and exploration. This study uses empirical analysis methods to conduct a comprehensive analysis of leadership style assessment, leadership prediction, teacher leadership ability improvement programs, and leadership training and education reform issues in the field of education. The results show that in the current field of education, it is crucial to pay attention to issues such as leadership style assessment, leadership prediction, teacher leadership ability improvement plans, leadership training and educational reform. But there are also common problems and challenges in these areas. In terms of leadership style evaluation, inconsistent indicators and standards, uneven methods and tools, and a lack of widespread practical application have become problems that need to be solved urgently. The key to solving these problems is to strengthen research, improve evaluation indicators and methods, improve tool reliability, and transform evaluation results into practical improvement measures. In terms of leadership prediction, prediction accuracy is challenged due to the complexity, multi-dimensionality of leadership and the interference of external factors. Future development requires more careful treatment of forecast results and comprehensive analysis combined with other factors. At the same time, establishing clearer leadership evaluation standards and conducting in-depth research on prediction methods and tools are necessary steps to promote the development of leadership prediction. Teacher leadership capacity improvement projects currently have problems such as systemic flaws, lack of pertinence and sustainability, and imperfect evaluation and feedback mechanisms. In order to improve the effect, it is necessary to build a scientific and systematic improvement plan framework, focus on personalized training, establish a long-term training and development plan, improve the evaluation mechanism, and transform evaluation results into specific improvement measures. Finally, the current status of leadership training and education reform has problems such as uncertain conceptual connotations, resource investment challenges, and differences in actual effects that need to be resolved. Clarifying leadership standards, optimizing training methods, and improving training effects are the directions to promote the integrated development of leadership training and education reform. At the same time, an effective evaluation and feedback mechanism should be established to provide scientific support for continuous improvement.

What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data

PurposeThis study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.Design/methodology/approachThe data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.FindingsWe found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.Originality/valueThis study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

The relationship between physical activity and the health of primary and secondary school teachers: the chain mediating effects of body image and self-efficacy

BackgroundActive health is a new concept, model, and system to maintain the state of whole-person health. In the context of the increasingly serious health problems of primary and secondary school teachers, it is of great significance to explore the relationship between physical activity and primary and secondary school teachers’ health based on the active health perspective.MethodsThe survey involving 741 primary and secondary school teachers across representative provinces in China utilized the International Physical Activity Scale, Body Imagery State Scale, and General Self-Efficacy Scale. Data analysis employed SPSS 25.0 and Amos 24.0 software.ResultsWhile no significant gender disparities were observed in body image and self-efficacy, age groups exhibited a bipartite and “V” shaped distribution. Female teachers demonstrated higher physical activity levels (2456.46) and superior physical fitness compared to males (2297.86). A positive correlation emerged between physical activity, body image, self-efficacy, and health status. Importantly, body image and self-efficacy partially mediated the relationship between physical activity and health status, accounting for 82.31% of the total effect.ConclusionsPrimary and secondary school teachers have real problems such as teachers’ physical activity is generally insufficient, teachers’ body image status is generally poor, and teachers’ self-efficacy is low; physical activity is an important factor in promoting primary and secondary school teachers’ health status, and low, medium, and high levels of activity all have a promoting effect on the health of primary and secondary school teachers, and the more active primary and secondary school teachers are in terms of physical activity, the better their body image, self-efficacy, and health status are, and the more active primary and secondary school teachers are in terms of physical activity, the more positive the physical activity, self-efficacy, and health status are. The more physically active primary and secondary school teachers are, the better their physical intention, self-efficacy and health status are.Suggestionsimprove the quality and effectiveness, promote the concept of active health among teachers; empower teachers, strengthen the institutional protection of teachers’ health; reduce the burden and increase the quantity,and optimise the supply of health services for teachers.