Antecedents of Teacher Empowerment

Ronald Ganiban, Rene R Belecina, Jose M Ocampo, Jr.

Abstract


ABSTRACT: Empowerment of teachers in the school setting is a vital instrument to meet the success in the attainment of the institution’s mission and vision. Moreover, empowered teachers can do innovation to further develop the existing limitations of the school curriculum, uplift school standards, and transform students to be well-rounded individual in the society. In addition, teachers who are empowered increase their morale and become proud of the so called noblest profession. The main objective of this study was to describe the level of empowerment of teachers in terms of individual and institutional dimensions. It also attempted to identify the antecedents of teacher empowerment. The study utilized the descriptive method of research. The participants of the study were 90 Teachers and 10 Department Heads in a Public School in the Division of Makati in the Philippines. The data were gathered using the Teacher Empowerment Scale developed and validated by Guillermo Roman, Jr. (2001). Data were analyzed using the mean, t-test, and one-way ANOVA (Analysis of Variance). Findings reveal that teachers’ level of empowerment under individual dimension, which includes knowledge, value, and action, is strongly felt. Likewise, the level of teacher empowerment in the institutional dimension, which includes clarity, attitude and behavior, recognition, communication, management in the workplace, and participation is strongly felt, with  the exception on fairness, teachers’ level of empowerment is somewhat felt. It was also found out that length of service, educational attainment, and position are not antecedents of teachers’ individual empowerment. However, they are found to be antecedents of some components of teachers’ institutional empowerment.      

KEY WORDS: Teacher Empowerment; Individual Empowerment; Institutional Empowerment.

    

About the Authors: Ronald Ganiban, M.Ed. is a Teacher at the General Pio Del Pilar National High School in the Philippines. Rene R. Belecina, Ph.D. is a Professor at the College of Graduate Studies and Teacher Education Research in PNU (Philippine Normal University), Manila, the Philippines. Jose M. Ocampo, Jr., Ph.D. is a Professor at the College of Teacher Development, Faculty of Education Sciences PNU in Manila, the Philippines. Corresponding authors: ronald.ganiban@yahoo.com, rrbelecina@yahoo.com, and juno_6970@yahoo.com

Suggested Citation: Ganiban, Ronald, Rene R. Belecina & Jose M. Ocampo, Jr. (2019). “Antecedents of Teacher Empowerment” in EDUCARE: International Journal for Educational Studies, Volume 11(2), February, pp.89-108. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (November 10, 2018); Revised (December 27, 2018); and Published (February 28, 2019).


Keywords


Teacher Empowerment; Individual Empowerment; Institutional Empowerment

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