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dc.contributor.authorJacobs, Tricia Susanen_US
dc.date.accessioned2015-10-31T06:00:34Z
dc.date.available2015-10-31T06:00:34Z
dc.date.issued2014-05-08en_US
dc.identifier.othervt_gsexam:2560en_US
dc.identifier.urihttp://hdl.handle.net/10919/63891
dc.description.abstractAs 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.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectEmpowermenten_US
dc.subjectEmpowerment Domainsen_US
dc.subjectHigh Schoolen_US
dc.subjectPrincipal Leadershipen_US
dc.subjectTeacher Leadershipen_US
dc.subjectSchool Cultureen_US
dc.subjectPrincipal Behaviorsen_US
dc.subjectPrincipal Trainingen_US
dc.subjectTeacher Perceptions of Leadershipen_US
dc.titleHigh School Teacher Perceptions of Empowermenten_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairMallory, Walter D.en_US
dc.contributor.committeememberMirra, David R.en_US
dc.contributor.committeememberCash, Carol S.en_US
dc.contributor.committeememberTwiford, Travis W.en_US


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