Teacher Empowerment Reform and Teacher Perceived Effectiveness: Contradictory or Complimentary? A Theoretical Framework and Some Empirical Evidence
This study was conducted among four elementary schools in Israel in which teaching staff agreed to implement the school-based management program. Ten teachers from each school were interviewed (semi-structured interviews). Each interview was recorded and the content analyzed. Our study indicates that teacher empowerment reform put extra burden upon teachers which they had not experience before and their empowerment generated higher energy levels in their classroom as a result of their participation in decision-making which is directly related to student learning. Furthermore, teachers’ empowerment which concentrates on instruction could be associated with higher levels of student performance.
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Document Type: Research Article
Affiliations: Bar-Ilan University
Publication date: 2002-01-01
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