Teacher Empowerment Research Articles

A new dawn in education: The promise and potential of NEP 2020 for students and teachers

The New Education Policy (NEP) 2020 marks a significant reform in India's educational landscape, aiming to create a more inclusive and flexible educational framework. This paper delves into the policy's relevance for students and teachers, highlighting its transformative initiatives such as curriculum redesign, skill development, and the promotion of multilingualism. By addressing the needs of diverse learners and enhancing teacher training, the NEP seeks to foster critical thinking and creativity. Ultimately, this policy aims to equip students with necessary skills for the future and empower teachers through professional development, making it a cornerstone of India's educational strategy.

The impact of teacher empowerment on school effectiveness: A mixed-methods study

This study aims to explore the impact of empowerment on school effectiveness and examine more broadly the findings of early research. This mixed study used an exploratory sequential design. The initial stage of research uses qualitative methods followed by the quantitative stage. In the qualitative stage, research data were collected through in-depth interviews with 19 teachers determined by purposive sampling. The research findings at the qualitative stage were then followed up for wider testing using a larger population and sample. A total of 104 teachers were determined as research samples using proportional random sampling techniques from a population of 712 teachers in 39 high schools in North Sumatra Province, Indonesia. Qualitative findings provide evidence that psychological and structural empowerment have the same qualities as employment involvement and that empowering working conditions affects the attitude of teachers that their work is important. They can do work and set choices; have an impact on their departments and tend to show autonomy that generates more energy and ability in their work. Quantitative findings explain that structural empowerment influences psychological empowerment at 45.6% and has influence on school effectiveness at 43.9%. Psychological empowerment has influence on school effectiveness at 64.3%. Structural empowerment has influenced school effectiveness through psychological empowerment of 48.2% and a total influence of 92.10%. Qualitative findings suggest that the strength of structural and psychological empowerment determines school effectiveness.

Learning Community Management (Kombel) In Improving Student Literacy At SDN 2 Jenggala, Tanjung Sub-District, North Lombok

This study aims to determine how the learning community (Kombel) improves student literacy at SDN 2 Jenggala, Tanjung District. The research is a study with the research subject being the Learning Community (Kombel) at SDN 2 Jenggala. Data collection techniques in this study were carried out by observation, interview, and documentation. The author uses triangulation techniques to analyze the information obtained. Based on data analysis, the results obtained from this study show that the learning community of SDN 2 Jenggala has carried out management principles with planning, program implementation, supervision, and evaluation of activities. This is done by the learning community of SDN 2 Jenggala to improve the quality of learning at SDN 2 Jenggala. The program of the SDN 2 Jenggala learning community in improving student literacy is the existence of a reading corner, reading aloud activities, labeling, Salaman ya (Saturday smooth reading), and one word before going home. It is hoped that this activity can be consistently carried out so that it can be transferred to other schools in the Tanjung sub-district. Keywords: Learning Community, Management, Teacher Empowerment

A Comparative Study of Women Empowerment among Rural and Urban Female Secondary School Teachers in Punjab State

Teacher empowerment means a teacher who has the power of taking decisions, opportunities to get knowledge and professional growth, and also have the recognition and autonomous power. The present research designed to study and compare the women empowerment of female secondary school teachers. The descriptive survey research method was used for the present study. A representative sample of 500 (250 rural and 250 urban) female secondary school teachers selected randomly from twenty (10 rural and 10 urban) randomly selected school from five randomly selected districts of Punjab. A self-constructed tool in the form of scale using Likert method of scale construction for measuring empowerment of female secondary school teacher. Mean, S.D. and t- test were used to draw the conclusions. Finding of the study shows that no significant difference was found between rural and urban female secondary school teachers on women empowerment.

PRINCIPAL LEADERSHIP, POLITICAL SKILLS AND TEACHER EMPOWERMENT: A PATH MODEL ANALYSIS ON SCHOOL CLIMATE AMONG PUBLIC SCHOOLS

The study tried to find the Best Fit Path Model for school climate in public schools as influenced by principal leadership, political skills, and teacher empowerment in public schools using descriptive-correlational technique through Path Model Analysis among 400 teachers in Davao Region, Philippines. Findings revealed very high levels of all variables, namely: principal leadership, political skills, teacher empowerment, and school climate. Further, significant correlations were revealed between independent variables and dependent variables, principal leadership and school climate; political skills and school climate; and teacher empowerment and school climate. Further, results showed that the generated Model 3, The Best Fit Path Model exhibited the relationship between principal leadership and teacher empowerment as they both impacted political skills. Additionally, it also displayed that teacher empowerment and the perceived political skills of the school heads are predictive factors of school climate. The findings of the study could be a significant baseline for policy-making for school programs and initiatives in maintaining school climate in public schools and a reference for further studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

AI Empowerment of Teachers' Blended Teaching Ability: An Empirical Analysis of the MATE Evaluation System

This study aims to explore the role of the MATE Multi-Assessment Teaching Evaluation System in empowering teachers' blended teaching abilities through AI. By analyzing questionnaire data from 20 teachers participating in the MATE teaching ability experiment using SPSS, the study evaluated the performance of the MATE system in teaching effectiveness, student engagement, and teacher improvement. The results showed that the MATE system positively impacted teachers' teaching abilities and students' learning experiences across multiple dimensions. This research provides data support for further optimization of the MATE system and empirical evidence for the application of AI technology in education.

Creating Space for Teachers as Curriculum Leaders in Secondary Schools

Although the inclusion of teachers in curriculum leadership is essential for efficient teaching and learning, opportunities for teacher participation remain sparse. To address this gap, the present study aims to examine how school principals create opportunities for teachers as curriculum leaders (TCL) in secondary schools in South Africa. Employing a qualitative research approach through a multiple case study design, eight school principals were purposively (study was on principals) and conveniently selected (those who were willing to participate). Principals were individually interviewed and some school meetings were observed to obtain the empirical data. The thematically analysed data revealed that principals create opportunities for teachers to serve as curriculum leaders through teacher empowerment (teachers being delegated to analyse whole-school results). Principals also create participative decision-making structures (in which teachers freely suggest solutions to problems and principals share their visions through open communication). The findings also revealed that, through the professional development (PD) of teachers (time allocated for continuous PD and platforms provided for teacher collaboration), principals create opportunities for TCL. The implications of this study are that these strategies provide opportunities for teacher inclusion in matters such as curriculum development processes, as teachers are better informed of students’ needs. The study contributes to the knowledge of effective means of conducting and improving teachers’ PD that will culminate in desired student outcomes. Further research is recommended with a larger sample that may permit the generalisation of findings. Future studies could seek teachers’ perceptions on their preferred strategies for creating these opportunities.

Empowering Teachers' Learning into Action to Enhance Active Learning in the Classroom

This research is a Research and Development (R&D) study aimed at developing educational innovation entitled "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom", and implemented in schools. The online self-training program consists of 2 projects 1) a Development project for teacher learning which includes 7 self-training modules, and 2) the implementation of an online self-training program project which includes 1 self-training module to be used as a teaching guideline. The research consists of 4 steps. The final step was an experimental study. The results of the first project found that 12 participating teachers achieved post-test scores that met the standard of 90/90. The average post-test score was statistically significantly higher than the average pre-test score. Additionally, results from the second project found that, according to students’ perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom," is an effective educational innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future. Additionally, results from the second project found that, according to students' perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom" is an effective education innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future.

THE INFLUENCE OF SYSTEMS LEADERSHIP, TEACHER EMPOWERMENT, PERCEPTION, ATTITUDE AND COMMITMENT ON THE INCLUSIVE EDUCATION PRACTICES OF SPED TEACHERS

This study attempted to investigate the combined influence of Systems Leadership, Teacher Empowerment, Perception, Attitude and Commitment on the Inclusive Education Practices of SPED Teachers in Region XI. A quantitative research design was used in this study. The survey used an adapted questionnaire, which was contextualized to fit in with this research and was subjected to a reliability test called Cronbach Alpha, which had a result of .953 and up. This study also employed multiple regression analysis to determine the influence of Systems Leadership, Teacher Empowerment, Perception, Attitude and Commitment on the Inclusive Education Practices of SPED Teachers. Questionnaires were administered to the 400 randomly selected teachers using the quota sampling method. Findings show that teacher empowerment, teacher attitude and teacher commitment have a significant influence on inclusive education practices. Further, results revealed that teacher commitment was the strongest predictor of inclusive education practices, followed by teacher empowerment and teacher attitude.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0740/a.php" alt="Hit counter" /></p>

Digital empowerment of rural teachers: towards an innovative pedagogy in the 21st century

This study focuses on the digital empowerment of teachers in rural areas of Colombia, a region where less than 40% of schools have broadband internet access. In the context of the COVID-19 pandemic, which has significantly exacerbated the digital divide, we propose the innovative Digital Empowerment Model for Rural Teachers (MCDDR). This model is based on a rigorous systematic literature review that identifies and synthesizes successful educational practices adapted to similar contexts. The MCDDR is specially designed to be flexible and adaptable to local needs, seeking to promote a profound pedagogical transformation through the effective integration of information and communication technologies (ICT). Based on the successful practices identified, the model has a strong potential to revolutionize education in rural Colombia. Its strategic implementation is expected not only to effectively address the educational digital divide, but also to substantially improve the quality and equity of education in these areas. By anticipating the positive impacts of the MCDDR, the study underscores the urgent need for policies that support the implementation of innovative digital solutions in rural education, which could guarantee equitable access to educational opportunities in the contemporary digital era.

Assessing the Utilization Level of Metaverse

The integration of metaverse technology within the educational domain is progressing swiftly, owing to its advanced technological features. This technology has the ability to captivate learners and empower teachers by offering unique learning opportunities and capabilities. Hence, the present study sought to identify the extent of Metaverse technology utilization in primary-level mathematics instruction, as perceived by both supervisors and teachers of Gifted Students. The study employed a descriptive survey method and utilized a questionnaire as the primary research tool. The study's results indicated that teachers of gifted students acknowledged and utilized Metaverse technology to a significant extent in the context of teaching mathematics at the primary level Perspectives of Supervisors and Teachers themselves. This suggests that Metaverse technology has been effectively integrated into their instructional practices, enabling them to provide enhanced learning experiences for their students.

Boarding School-Based Character Education Management (Case Study at MAN Insan Cendekia Tanah Laut)

Character education is considered one of the efforts to improve character education within the educational system. Character education involves teaching or guiding students to realize truth, goodness, and beauty through the process of evaluating the right values and consistently acting upon them. Strong character building through boarding schools is very important for Indonesia. Effective management is also necessary to significantly enhance the character of students. The research method used in this study is a case study. Two data analysis methods are employed in this study: individual site analysis and cross-site analysis. The results of this study are: 1) The education system in this madrasah aims to bridge the dichotomy between religious science and general science, with the leadership of the head of the madrasah playing an important role in formulating the vision, managing the program, and encouraging innovation; 2) Teacher empowerment is carried out through a comprehensive orientation and coaching program that includes ideological, professional, and institutional aspects; 3) The strategy of instilling character values is conducted through an integrated boarding education program, including religious activities, soft skills development, and academic coaching. 4) The expected result of the implementation of this dormitory-based character education is the formation of graduates who have strong Islamic personalities, international communication skills, and 21st-century skills such as critical, creative, communicative, and collaborative thinking.

The Relationship between Administrative Empowerment of School Principals and Teachers' Job Performance in the South Al Batinah Governorate of the Sultanate of Oman

Abstract Abstract: This study aimed to determine the level of administrative empowerment of school principals and its relationship with teachers' job performance in the South Al Batinah Governorate of the Sultanate of Oman. The study employed a descriptive correlational approach, and the researchers developed a questionnaire to gather the information. The questionnaire was administered to a sample of 86 principals in the South Al Batinah Governorate. The study reached several findings, among which is that the level of administrative empowerment for school principals was generally high, and likewise, the level of professional performance for teachers was high. Furthermore, it found a positive correlation between the empowerment of School principals and the job performance of teachers. The study recommended increasing attention to the development of practical scientific measures for the administrative empowerment of school principals and the development of measures to assess the level of teachers' job performance, as well as conducting further studies in this field.

Health Education Teachers’ Negotiation with Content, Pedagogical and Social Complexities

ABSTRACT Background School-based health education is designed for providing students with critical content of health literacy and meaningful learning experiences to prevent chronic diseases, operating quality health education programs is challenging. Purpose The purpose of this study is to identify the subject-specific challenges faced by health education teachers and the resources they need. Methods Twenty-three certified health education teachers completed an online survey and a one-on-one interview on the resources they needed and the challenges they faced to deliver quality programs. Open coding, axial coding and theme development were performed on the interview data. Triangulation was applied by drawing comparison between survey data with interview data. Results Data analysis revealed that teachers struggled with limited resources and technological and pedagogical support. With public health hijacked by politics, teachers face unique challenges to address socially controversial and sensitive health education topics. Discussion To promote student health literacy through school-based health education, it is urgent to provide teachers pedagogical resources and social support to tackle the challenges. Translation to Health Education Practice There is an urgent need to advocate for resources to provide teachers curricular, pedagogical and policy support for teacher empowerment.

School Climate and Burnout among Mathematics Teachers as Basis for Teacher Empowerment Action Plan: A Convergent Parallel Design

School Climate and Burnout among Mathematics Teachers as Basis for Teacher Empowerment Action Plan: A Convergent Parallel Design

A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model

AbstractThis article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development.

Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment

AbstractThe current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non‐significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.

Pemberdayaan Guru sebagai Implementator Kurikulum PAI yang Efektif

The aim of this research is to identify and develop teacher empowerment strategies so that they can implement the Islamic Religious Education (PAI) Curriculum effectively and optimally. This research uses a qualitative method with a library approach, which is descriptive and uses inductive analysis to understand the phenomenon in depth. Data sources come from secondary literature such as books, scientific journals, papers and other writings that are relevant to the research topic. The data analysis technique used is content analysis, which involves collecting, reviewing and analyzing relevant literature. This research found that the implementation of the Islamic Religious Education (PAI) curriculum in Indonesia faces challenges such as low teacher welfare, shortage of teaching staff, lack of training, and inadequate facilities and infrastructure. To overcome this, steps are recommended such as improving teacher welfare, applicable training, improving facilities and infrastructure, and reducing administrative burdens. A holistic approach to teacher empowerment is essential, including training, professional development, and collaborative support. Support from various parties such as the school principal, colleagues, students and parents is also essential. With these strategies, it is hoped that the quality of PAI education can be improved, achieving the goal of inclusive and adaptive Islamic education.

Belonging Matters: Amplifying Teachers’ Voices in Schools

This research commentary illuminates teachers’ insights that help examine the nuanced relationship between spaces and situations that describe the impact of fostering belongingness and elevating their voices. Data includes results from a qualitative survey, which was a convenience sample across the southern region of the United States. The findings highlight the need for creating environments that cultivate a sense of belonging and empower teachers. By elevating the voices of teachers, our intention was to underscore the significance of acknowledging what they express and the emotions they navigate daily inside and outside of their classrooms. We conclude with some call-to-action strategies for mathematics teacher educators as they work alongside teachers and other stakeholders to elevate the educational experience for teachers and students alike.

Bridging Science Education: Empowering Teachers Through Astronomy Training

Bridging Science Education: Empowering Teachers Through Astronomy Training