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Teacher empowerment has become a focus of educational reform, leadership models and teaching effectiveness. Responding to the lead of business and industry, educational planners and policy makers are assuming that commercial productivit issues are applicable to educational productivity. Business organizations have found that empowered workers contribute more to the profit motives of the company at less cost. Educational leaders faced with similar productivity concerns and cost constraints are also exploring empowerment strategies for their personnel. main force driving the empowerment movement in education is teacher effectiveness. assumption is that teachers who design and control their educational services and are free from a subordinating school administration ar more effective than teachers who fell alienated and powerless (Kanungo, 1992). When teachers are more effective, student achievement, responsiveness to studen conflict, teacher satisfaction, and the school environment improves. Productivity increases schools are expected to do more with less. connection between the school's environment including teacher attitudes, an the successful attainment of its mission (Ellis, 1988), can be affected adversely if certain factors, e.g., the amounts and types of conflict and the successful or unsuccessful management of that conflict, impinge upon that environment. In addition, leader use of power to influence teacher action can impact teacher commitment (Rahim, 1989). Fairman and Clark (1983), in their assessment of conflict's toll upon school climate, suggested that The greatest problem that it [conflict] presents... is interference with the establishment and maintenance of other priorities within the organization. However, it is not known if conflict and principal use of power impact teachers' perceptions of empowerment. Therefore, the purpose of this study is to examine the nature of the relationship between leader power and amount of conflict with teachers' perception of their empowerment. influence of age, race, and principal gender on teacher empowerment was also analyzed. Conceptual Framework Empowerment interest in empowerment in education has sprung from business and industria efforts to improve productivity. Kanungo (1992) cited alienation at work as th most pervasive phenomenon of the post-industrial society and management in both the private and public sectors are engaged in a constant struggle against it fo their own survival. Alienated workers are apathetic, frustrated, and uninvolve with their jobs. Businesses that can counter worker alienation with empowerment plans will improve their position to compete with firms who have solved this problem. principal strategy is to replace authority based management with participative management. Contemporary educational trends have incorporated empowerment strategies a means to improve school effectiveness. principle is that those who are closest to teaching should be making the decisions about teaching. Terms such a site-based management, teacher empowerment, and local control have filled the literature industrial models have been adapted to educational settings. Short & Rinehart (19920 identified six underlying dimensions of empowerment: (1 involvement in decision making, (2) teacher impact, (3) teacher status, (4) autonomy, (5) opportunities for professional development, and (6) teacher self-efficacy. Decision Making This dimension of empowerment relates to the participation of teachers in critical decisions that directly affect their work. Providing teachers with a significant role in school decision making is a key element in empowerment in that teachers gain the opportunity to increase control over their work environment. Impact Impact refers to teachers' perceptions that they have an effect and influence o school life. Ashton and Webb (1986) posit that teachers' self-esteem grows when they feel that they are doing something worthwhile, that they are doing it in a competent manner, and that they are recognized for their accomplishments. …
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