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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 179 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.