The Relationship between Teacher Empowerment and School Performance in Selected South Georgia and Florida Elementary Schools
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Authors
Lyons, Megan
Issue Date
2013-02-07
Type
Technical Report
Thesis
Thesis
Language
en_US
Keywords
Teacher empowerment , Children--Education , United States--Georgia , United States--Florida , Education, Elementary , School teaching , Effective Teaching , School Performance
Alternative Title
Abstract
Definitions of teacher empowerment include autonomy, choice, responsibility,
participation, and decision making. In the educational arena, empowerment can promote
teacher leadership, improve professionalism and quality of work life, and create a
heightened sense of conviction regarding personal effectiveness. The correlation between
empowerment and performance implies that empowerment is a synergistic organizational
force that promotes achievement and collective actions in the best interest of the
organization. Thus, sharing of knowledge among empowered teachers in various
disciplines is vital in school communities.
The purpose of this study was to determine whether a relationship existed
between teacher empowerment as an element of school culture, measured with the School
Culture Survey, and school performance in selected low-performing and high-performing
elementary schools in South Georgia and Florida. A I test of independent means
determined if there was a statistically significant difference in the levels of teacher
empowerment in selected low-performing and high-performing elementary schools. The
study also sought a relationship between levels of teacher empowerment and school
performance by conducting a Pearson's r correlation to compare the average quality
points on the School Culture Survey for each selected low-performing and highperforming
elementary school to its performance on the Mathematics portion of the
Criterion Referenced Competency Test and the Florida Comprehensive Assessment. The
results of the t test indicated that there was a statistically significant difference in the
level of teacher empowerment at low-performing and high-performing elementary
schools. The findings from the Pearson's r correlation indicated that there was a moderately strong correlation between school performance and teacher empowerment.
The findings of this study can assist school administrators in determining specific areas
ofteacher empowerment that require immediate attention in their schools. Further, this
information can ensure teachers that receive the appropriate supports to become
empowered.
Description
Megan Lyon Dissertation 2012 in Educational Leadership