Structural antecedents and psychological correlates of teacher empowerment
Abstract
Empowered teachers participate in critical decisions that directly affect teaching and learning. Empowering work environments may enhance professionalism, facilitate teacher leadership, improve the quality of work life, and enable effective implementation of school reform. Process‐based views of empowerment suggest associations between school organizational structures and teacher empowerment, while psychological perspectives on empowerment suggest potential relationships between the phenomenon and cognitive and affective outcomes. Empowerment is considered in terms of teams and teamwork in schools, and relationships between empowerment and commitment to the school are examined.
Keywords
Citation
Dee, J.R., Henkin, A.B. and Duemer, L. (2003), "Structural antecedents and psychological correlates of teacher empowerment", Journal of Educational Administration, Vol. 41 No. 3, pp. 257-277. https://doi.org/10.1108/09578230310474412
Publisher
:MCB UP Ltd
Copyright © 2003, MCB UP Limited