Structural antecedents and psychological correlates of teacher empowerment

Jay R. Dee, Alan B. Henkin, Lee Duemer

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

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.

Original languageEnglish
Pages (from-to)257-277
Number of pages21
JournalJournal of Educational Administration
Volume41
Issue number3
DOIs
StatePublished - Jun 2003

Keywords

  • Empowerment
  • Leadership
  • Teachers
  • Teamwork

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