Teacher Empowerment Research Articles

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.

Teachers empowerment: A transformative approach to mental health, learning disabilities, and inclusive education

This comprehensive review article looks into teachers’ transformative role in addressing the intersecting challenges of mental health, learning disabilities (LDs), and inclusive education. Recognizing the global prevalence and impact of these issues, the article emphasizes the crucial involvement point of the school environment. Despite teachers’ potential, challenges such as a lack of knowledge and confidence in understanding and handling mental health conditions and LDs persist. The proposed solutions advocate for targeted training programs and collaboration with mental health professionals, backed up by a hybrid approach that combines in-person and online learning. The article also delves into the educational landscape, addressing issues such as learning difficulties, the prevalence of LDs, and the role of teachers as intermediaries in early identification and support. It concludes by emphasizing the importance of closing the gap between policy intent and practical implementation for every student’s holistic well-being and academic success.

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Plan for innovation and educational technologies: a bibliographic analysis of the connected education innovation program

The use of digital technologies in education is clearly expanding, a fact observed in the government's concern to create public policies in this area. This present have aims to report on the Connected Innovation Program. As a methodology, a bibliographical review was chosen, which is a way to collect documentary data about the program under study. The bibliographic survey was carried out in the Ministry of Education database and on the program's website. Considering the emerging context of society marked by the passage of a pandemic, the need to implement digital resources as well as empower teachers to fully use the tools, the public authorities are concerned about bringing possibilities for advancement in education supported by technological development. Today's traditional ways of teaching no longer have meaning for a generation plugged into social networks, specialists in entertainment games, followers of influential personalities on the internet. The Connected Innovation Program arises from this reality and seeks to support teachers and students in the saga of innovative teaching and meaningful learning.

Formy edukacji a nauczycielski Empowerment

Introduction: Educational transformations in Poland and the world are the reason for undertaking the modernisation of the teacher’s professional activities. A key issue is becoming the requirement for the teacher to acquire knowledge about the organisation of the school process that ensures the most effective realisation of goals, tasks and functions. Solutions are sought in this area that include harmonizing the teacher’s natural organisational skills with his/her knowledge dependent on his/her talents, pedagogical experience exploited in complex educational forms and situations. Research Aim: The aim of the research was combined with the recognition of the teacher’s involvement in the professional activity necessary in the organisational activities emblematic of the forms of school and non-school reality discussed. A deductive method of data analysis combining with the selection of selected sources was used, focusing on descriptive and new implementation. Evidence-based Facts: The exploration carried out revealed that the considered forms of education function independently as well as interpenetrate each other, creating a common ground for the emergence of teacher empowerment, which is the impulse for the emergence of a new personal-team structure in the educational process. Summary: The theoretical and exploratory analyses made show a glimpse that the application in various forms of education of teacher empowerment and its assumptions together with the PERFORM model is an alternative way of combining educational theory and practice representing a different remedy of professional functioning.

Unpacking the effect of teacher empowerment on professionalism: The mediation of trust in colleagues and affective commitment

Based on a survey involving 522 primary and secondary school teachers in Mainland China, this study analyzes the effect of teacher empowerment on professionalism, and examines the mediating roles of trust in colleagues and affective commitment through structural equation modeling. It was found that the implementation of teacher empowermentcould have a significant positive impact on trust among teachers and their affective commitment in the Chinese context. It was also suggested that, through the full mediation of trust in colleagues and affective commitment, teacher empowerment can affect their professional growth in an indirect and positive way.

The effect of teacher empowerment-based course program on teachers' knowledge of Pancasila character on the Indonesia-Malaysia literacy

The lack of teachers' ability to apply the Pancasila character can contribute to the fading of Pancasila culture abroad, especially for the families of Indonesian Immigrant Workers in Malaysia. This research aims to explore the understanding of the character of Pancasila among parents in the Indonesian-Malaysian literacy context. A quantitative research approach was used with a sample of 80 educators from the Kuala Lumpur Indonesian School and learning centers in Malaysia. The research instrument consists of a questionnaire with 15 items for the Teacher Empowerment Program variable and 14 items for Teacher Knowledge. Data analysis uses simple linear regression with validity, reliability, normality, heteroscedasticity, t test, and coefficient tests, which are processed using SPSS software. The research results found that the training program had a positive effect on teachers' knowledge about the character of Pancasila. The Teacher Empowerment Based Course Program has had a significant impact on teachers' understanding of the Indonesian-Malaysian Literacy Based Pancasila Character. After attending a course based on teacher empowerment, there was a significant increase in teachers' knowledge about the character of Pancasila based on Indonesian-Malaysian language literacy. This teacher empowerment-based course program provides educators with the opportunity to gain knowledge about Indonesian-Malaysian literacy. They can apply this knowledge through innovative and effective teaching methods. Future research could investigate further potential benefits beyond increasing teachers' knowledge after participating in this program.

The Degree of Practicing Leadership Skills among Preparatory School’ Principals within the Green Line and its Relationship to Teachers Empowerment in Distance Learning

The study aimed to identify the degree of practicing leadership skills among preparatory school principals within the Green Line and its relationship to empowering teachers in distance learning. The study used the correlational descriptive methodology, and the questionnaire for collecting data after confirming its validity and reliability. The study sample consisted of (364) teachers, who were selected using simple random sampling method. The results showed that the degree of practicing leadership skills among preparatory school principals within the Green Line was high, and that the level of teachers’ empowerment in distance learning was high, and the existence of a positive correlation between practicing leadership skills and empowering teachers. The study recommended consolidating the concept of teacher empowerment among school principals, in all circumstances, not just in emergencies such as distance learning.

The Practicing Degree of Preparatory School Principals in the North District within the Green Line of Human Relations Skills and its Relationship to Teachers’ Empowerment

The study aimed to identify the relationship between the practicing degree of preparatory school principals in the North District within the Green Line of human relations skills and its relationship to empowering teachers from their point of view. The study used the descriptive correlational methodology; the questionnaires were used as tools of the study after verifying their validity and reliability. The study sample consisted of (387) teachers, who were chosen by the simple random method. The results showed that the degree of principals practicing human relations skills is high; the level of teacher empowerment is medium. The results also showed a correlation between the degree of practicing human relations skills and the level of teachers' empowerment. The study recommended enhancing principals' practice of human relations skills, and giving teachers greater opportunities in formulating school decisions, considering their interests, and solving their work issues.

‘Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education

Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin’s ontological and epistemological tenets of Narrative Inquiry, which we adopted as our approach and methodology to look into the teachers’ reflections on ‘why they became involved in environmental education’. We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education ‘from within’ and ‘bottom up’, while allowing us to re-think and re-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers.

The effect of empowerment on English language teachers’ commitment to schools: the mediation of teachers’ attitudes towards curriculum reform

ABSTRACT The current study aimed to examine the effect of empowerment on English language teachers’ commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers’ attitudes towards curriculum reform on the relationship between the teacher’s empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers’ empowerment questionnaire model of Yin et al. (2013. “The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy.” Educational Studies 39 (1): 13–28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers’ empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers’ attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important.

The influence of institutional characteristics on implementing school-based universal addiction prevention: a Hungarian mixed-methods nationwide study on the state of implementation, barriers, and facilitators

BackgroundIn Hungary, as in other European countries, substance and behavioral addictions are an increasing problem among children and adolescents. Schools play a vital role in providing the knowledge and skills needed to prevent addictions. However, various factors influence the overall effectiveness of such efforts. To design more effective preventive interventions, it is necessary to evaluate existing programs and identify possible points to intervene. Our aim was to assess the current state of addiction prevention in Hungarian schools, identify barriers, and explore facilitators that contribute to the successful implementation of addiction prevention.MethodsA nationwide cross-sectional survey-based quantitative study was performed to investigate the implementation of addiction prevention in Hungarian elementary schools (N = 2,892). With the participation of 37 teachers from 21 elementary schools, a focus group-based qualitative study was conducted to investigate teachers’ perspectives on such programs and ways to improve them.ResultsAmong the addiction topics, alcohol (61.9%), smoking (73.6%), and drug use (71.3%) were the most covered themes. Problematic use of the internet and electronic devices was addressed in 60.9% of the schools, while gaming and gambling were addressed in only 18.9%. Of schools, 55.1% reported having regular programs to support pupils’ mental health, and this differed significantly by school type and size. Logistic regression analysis revealed that the type of school, the support for teachers’ work, and the diversity of implementers were significantly associated with the quality of implementation of addiction prevention. The qualitative study showed that addiction prevention is hindered by inappropriate family or teacher models, increased workloads, and challenges in collaborating with colleagues and parents. According to the teachers, they can do the most for the health of children at school, but they need support for effective implementation.ConclusionOur results indicate the importance of school characteristics in addiction prevention implementation and call for the support and empowerment of teachers and greater organizational capacity to ensure the effectiveness of school-based addiction prevention activities. By understanding these barriers and facilitators, policymakers and educators can develop evidence-based strategies to improve the effectiveness of prevention programs.

SINERGI MANAJEMEN DAN PENDIDIKAN: Model Pembelajaran yang Menunjang Potensi Siswa

Effective education in the digital age requires synergy between school management and education to break the 'one-size-fits-all' paradigm. This study aims to analyze the implementation of potential-based learning models at SMPIT Al Qalam Kendari. In the context of Islamic Religious Education, this study particularly highlights the need for a learning approach that not only prioritizes religious knowledge, but also fosters students' emotional, spiritual, and social intelligence. By assessing educational practices that are often monotonous and unable to accommodate the diversity of students' potential, this study examines how innovative and potential-based learning models can overcome the gap between potential and learning outcomes achieved. Effective school management synergies are needed to support these didactic innovations, empower teachers with relevant competencies, and ensure that student-centred learning achieves holistic educational goals. This model is expected to make a significant contribution to developing students' potential as a whole and sustainably.

Evaluation of Teacher Empowerment Education Program 4th Batch in South Tanggerang Using the Krikpatrick Model

The Teacher Empowerment Program (PPGP) is a professional development initiative through education, training, and mentoring that focuses on instructional leadership to promote holistic growth and active, proactive participation of students. The program aims to actively develop educators to implement student-centered learning. This qualitative research employs a narrative approach. The research results show positive behavioral changes in teacher mover after completing PPGP, notably impacting the improvement of classroom learning quality and the cultivation of a learning culture among teachers within the school ecosystem. Although some schools have not fully optimized the growth of a learning culture among their teachers, they are moving in the right direction. Challenges and obstacles are inherent in transformation efforts, reinforcing the appropriateness of the Ministry of Education and Culture's decision to appoint Teacher Empowerment Program participants as school leaders. This move strengthens the force for change and minimizes resistance to or rejection of change.

A Narrative Review: The Impact of Servant Leadership on Educational Leadership Practices and Teacher Empowerment

This narrative review delves into the influence of servant leadership on educational leadership practices and teacher empowerment. Servant leadership emphasizes the importance of nurturing and supporting individuals, with leaders playing a crucial role in fostering their followers' growth and well-being. This approach has garnered significant interest in education because it can cultivate favorable learning environments, boost teacher morale, and cultivate a spirit of cooperation. The article comprehensively analyzes existing literature on servant leadership in educational settings, exploring its impact on leadership practices and its ability to empower teachers.

Designing a Model for Policy-Making on Empowerment and Professional Advancement of Teachers with Emphasis on In-Service Training

Purpose: Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training. Methodology: This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.

Effect of education on the level of empowerment of women teachers employed in government primary schools

Effect of education on the level of empowerment of women teachers employed in government primary schools