Download or read book The Relationship Between Teacher Empowerment in Decision Making and Teachers Professional Intentions Teacher Satisfaction and Student Achievement written by Farrah Fite Cope and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study ws to examine the relationships between educators' perceived empowerment with respect to making decisions about pedagogical and administrative issues and three outcomes related to school productivity-teacher retention, teacher satisfaction, and student proficiency in basic skills. To answer the study's three research questions, a secondary analysis that applied hierarchical multiple regression to an existing dataset was undertaken. The dataset in question combined information from the 2013 administration of the Teaching, Empowering, Leading, and Learning (TELL) survey in over 1,400 Tennessee schools with concurrent school demographic and student achievement data archived on the Tennessee Department of Education (TDOE) website. The results of the analyses revealed that teacher empowerment, especially teacher pedagogical empowerment, is associated both statistically and substantively with teacher retention. Controlling for demographic characteristics of students, faculty, and the institutions themselves, teacher administrative and pedgagogical empowerment explained about 15% of the variance in the percent of teachers' intending to remain at their present schools. Conversely, both types of empowerment were found to limit the impact of teachers' planning to move to a different school or school district, or to leave the classroom entirely. A robust association was also observed between teacher empowerment and a view of the school as "overall, a good place to work and learn." However, once student background variables had been taken into account, connections between teacher empowerment and higher levels of student proficiency were slight at both elementary and secondary schools. For both types of schools, only administrative teacher empowerment was linked to higher levels of student proficiency in reading and mathematics at the lower grades and in algebra and English at the upper grades. In these analyses, the proportion of variance explained in these outcomes ranged between two and three percent, denoting a mostly indirect effect of empowerment on student learning.
Download or read book The Relationship Between Teacher Enpowerment and Student Achievement written by Valerie Denise Squire-Kelly and published by . This book was released on 2012 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement.
Download or read book Teacher Empowerment and Its Effects on Teachers Lives and Student Achievement in U S High Schools written by Byoung-Jin Park and published by . This book was released on 1998 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book JSL Vol 26 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2016-03-17 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.
Download or read book School Based Management written by Susan Albers Mohrman and published by Jossey-Bass. This book was released on 1994-10-14 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Mohrman and Wohlstetter have written the most important volume on school-based management to date... a significant contribution to the school reform literature." --Joseph Murphy, professor and chair, department of educational leadership, Vanderbilt UniversityThis book examines the school-based management strategies that hold the most promise for increasing organizational effectiveness.
Download or read book Organizational Citizenship Behavior in Schools written by Anit Somech and published by Routledge. This book was released on 2014-10-10 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.
Download or read book Decision making Involvement and Job Satisfaction of Accelerated Schools Elementary Teachers written by Mark Daniel Enderle and published by . This book was released on 1997 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study. An examination of current studies and literature indicates that (1) there is a need for restructuring the American educational system to meet the needs of students entering the twenty-first century, (2) previous restructuring efforts have been unsuccessful in initiating change, (3) the Accelerated Schools Project offers a set of strategies and procedures to promote systemic change for schools which have embraced the project, and (4) teachers who work in environments that value and seek their professional opinions experience increased levels of job satisfaction. The purpose of this study was to determine if participation in the Accelerated Schools Project affects teacher job satisfaction. Procedures. This study examined the relationship between job satisfaction of teachers in Accelerated Schools and involvement in 14 decision-making areas identified from the literature. Level of involvement in each decision area, intrinsic job satisfaction, extrinsic job satisfaction, and overall job satisfaction were examined. The total level of involvement in the 14 decision areas was also compared with satisfaction with overall involvement and overall job satisfaction. Scrutiny was also given to the degree to which teacher empowerment affects job satisfaction. Teachers from the 14 Accelerated Schools in Missouri which have participated in the project since the 1993-94 school year completed questionnaires. The Pearson Product Moment correlation coefficient and stepwise regression were used for data analyses. Results. Statistical significance was achieved between twelve of the fourteen areas in job involvement as measured by the Fleming Job Involvement Instrument and intrinsic job satisfaction. Five of the fourteen areas were significant as they related to extrinsic job satisfaction. Nine of the fourteen areas achieved significance with overall job satisfaction. A statistically significant relationship of.01 was found between satisfaction with involvement in decision-making and overall job satisfaction. Relationships were established between total involvement in decision-making and intrinsic, extrinsic, and overall job satisfaction. Empowerment as measured by the School Participant Empowerment Scale was statistically significant for intrinsic, extrinsic, and overall job satisfaction. The most powerful variable for predicting intrinsic, extrinsic, and overall job satisfaction was developing and participating in professional growth activities.
Download or read book The Relationship Among Teacher Empowerment Teacher Beliefs Teacher Demographics and Second Grade Reading Achievement written by Pamela Rene Conway and published by . This book was released on 2001 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose . The research indicated the potential for relationships to exist among student achievement, teacher beliefs, teacher empowerment, and certain teacher demographics. The purpose of this study was to investigate the relationships among these factors. Further, it sought to expand the limited research base associated with teacher empowerment. Research questions . (1) What is the nature of the relationship between teacher empowerment as measured by the School Participant Empowerment Scale (SPES), certain teacher demographics, and student reading achievement, as measured by the Iowa Test of Basic Skills (ITBS)? (2) What is the nature of the relationship between teacher beliefs as measured by the Teacher Beliefs Scale (TBS), certain teacher demographics, and the reading achievement as measured by the ITBS? (3) What is the nature of the relationship between teacher empowerment as measured by the SPES and teacher beliefs as measured by the TBS? (4) Do teacher empowerment as measured by the SPES, teacher beliefs as measured by the TBS and certain teacher demographics predict student reading achievement as measured by the ITBS? Procedures . Teachers in a mid-western school district completed the Teacher Beliefs Scale, a demographic survey and the School Participant Empowerment Scale. Aggregate data on classroom configuration, size, ability, socio-economic status, and ITBS reading scores were provided by the school district. A Pearson Product Moment Correlation analysis was used to compare each of the variables (teacher empowerment, teacher beliefs, teacher demographics and student reading achievement) with the others. Results . The study found no relationship between student reading achievement and any of the other variables. Significant negative relationships were noted between the empowerment sub-scale of teacher professional growth and teacher years of experience. The empowerment sub-scale of autonomy also had a negative relationship with teacher years of experience as well as with teacher age. A small positive relationship was found between learner-centered teacher beliefs and the teacher's education level. Further, a significant positive relationship was found between learner-centered teacher beliefs and all of the sub-scales of empowerment. There was a significant negative relationship between teacher-centered beliefs and the total empowerment scale as well as with the sub-scales of decision making and professional growth.
Download or read book Jsl Vol 15 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2005-03-04 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book School based Decision Making written by Mary K. Biziorek and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Teacher s Reflective Practice Handbook written by Paula Nadine Zwozdiak-Myers and published by Routledge. This book was released on 2018-03-29 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? The Teacher’s Reflective Practice Handbook is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, The Teacher’s Reflective Practice Handbook is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Decisional Satisfaction and Student Achievement written by Susan Kalt Moreau and published by . This book was released on 2001 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Job Satisfaction Among America s Teachers written by Marianne Perie and published by . This book was released on 1997 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Teacher Interpersonal Variables in Students Academic Engagement Success and Motivation written by Ali Derakhshan and published by Frontiers Media SA. This book was released on 2022-07-05 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher Empowerment and Teacher Satisfaction for Novice and Veteran Teachers written by Gail Lynn Slye and published by . This book was released on 1999 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers. Research subjects were randomly selected, certificated classroom teachers from sixty secondary school sites located in the states of Missouri, Arkansas, and Oklahoma. The teachers completed a survey assigned to a registered Internet site that included demographic questions, the School Participant Empowerment Scale, the Teacher Satisfaction Survey, and an open-ended question about empowerment perceptions. The data obtained through the completed surveys were printed from the electronic data collection procedures, coded, and processed using the following statistical analyser Pearson product-moment correlation, stepwise multiple regression, and multivariate analysis of variance. Statistical significance was determined for the three research hypotheses. The first null hypothesis was rejected because a correlation was established between the six dimensions of teacher empowerment and the nine subscales of teacher satisfaction for all teachers in the study. The second null hypothesis was rejected because predictive relationships between the teacher empowerment dimensions and the teacher satisfaction subscales were found for novice teachers, veteran teachers, and all participating teachers. The third null hypothesis was rejected because the multivariate analysis of variance for teacher empowerment showed statistical significance for novice and veteran participants. Two of the nine teacher satisfaction subscales were statistically significant for novice and veteran participants according to the multivariate analysis of variance. The rejection of the three null hypotheses supports the conclusion that a statistically significant relationship does exist between teacher empowerment and teacher satisfaction for novice and veteran teachers. Teacher empowerment, one element associated with teacher satisfaction, can help alleviate the possible loss of significant professional talent in the teaching profession. Teachers constitute the core of the educational system. The retention of competent staff members to maintain a professional academic community is the goal of successful scholastic sites. Administrators, in conjunction with the instructional educators, need to determine the characteristics constituting teacher empowerment that will lead to teacher satisfaction in their district. Individual districts can increase the professional image of teaching through empowerment strategies thereby having a positive effect on teacher satisfaction.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
