Virginia Tech
    • Log in
    View Item 
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    High School Teacher Perceptions of Empowerment

    Thumbnail
    View/Open
    Jacobs_TS_D_2014.pdf (1.011Mb)
    Downloads: 1780
    Date
    2014-05-08
    Author
    Jacobs, Tricia Susan
    Metadata
    Show full item record
    Abstract
    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, how do high school teachers perceive their level of empowerment by their principals based on the four school conditions of empowerment: principal training, principal leadership, teacher leadership, and school culture? Second, what are high school teachers' perceptions of the degree to which they are empowered based on their understanding of the domains of empowerment: meaning, competence, self-determination, and impact? Third, how do the conditions of empowerment relate to the domains of empowerment? The study modified an existing survey developed for measuring the level of empowerment of workers in corporations. The survey was used in this study as the basis for determining the perceived level of empowerment of high school teachers in three schools in a Mid-Atlantic suburban/rural school division. Analysis of the responses revealed that school culture was rated significantly higher than the other three empowerment conditions. High school teachers rated themselves significantly higher in the meaning and competence domains of empowerment. None of the four domains of empowerment related significantly to the meaning domain. The principal training condition was the only domain significantly related to the competence domain, and the condition of school culture was significantly related to self-determination. Additionally, the teacher leadership condition was significantly related to the impact domain only.
    URI
    http://hdl.handle.net/10919/63891
    Collections
    • Doctoral Dissertations [15920]

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us
     

     

    VTechWorks

    AboutPoliciesHelp

    Browse

    All of VTechWorksCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Log inRegister

    Statistics

    View Usage Statistics

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us