Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

Nacye Çalışıcı Çelik; Bilgen Kıral

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

Abstract

This research was carried out to determine the empowerment strategies school principals should implement and the reasons for not being empowering. It was conducted with four elementary school teachers and four school principals in a city in the Aegean Region in the 2017-2018 academic year. In the study, descriptive phenomenology design, one of the qualitative research designs, was used. According to the results, it was revealed that the empowerment strategies to be implemented by school principals were classified under the categories of physical and psychological support, communication, school functioning, and teacher autonomy. The reasons for not making teacher empowerment by school principals were determined as personal, administrative, financial, and limited authority reasons. What the Ministry of National Education should do for teacher empowerment was revealed. They should adopt policies that support personal development and teacher autonomy, increase the authority of school principals, and make changes in the legislation. Following the findings, various suggestions were made on such issues as increasing financial resources that hinder empowerment.

Keywords

References

Acaray, T. (2010). The teacher empowerment patterns of principals in the public schools of central districts in Ankara province (Unpublished Master Thesis). Ankara University, Ankara.
Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Rasdi, R. M., & Samah, A. A. (2021). Relationship between teacher empowerment and job satisfaction: A meta-analytic path analysis. Cogent Education, 8(1), 1-23.
Akbasli, S., & Dis, O. (2019). Competencies of school managers as a leader according to teachers’ views. International Journal of Leadership Studies: Theory and Practice, 2(2), 86-102.
Akcakaya, M. (2004). Methods of staff reinforcement in organisations: Staff reinforcement in Turkish public administration. Journal of Black Sea Studies, 25, 145-174.
Alosaimi, M. D. (2016). The role of knowledge management approaches for enhancing and supporting education (Unpublished Doctoral Dissertation). Universite Paris 1, Pantheon- Sorbonne, Paris.
Altug, D. (1997). Toplam kalite yonetimi anlayisi. Haberal.
Avidov-Ungar, O., & Arviv-Elyashiv, R. (2018). Teacher perceptions of empowerment and promotion during reforms. International Journal of Educational Management, 32(1), 155-170.
Aydin, M. (2014). Egitim yonetimi. Ilksan.

Babaoglan, E., & Yilmaz, F. (2012). Ilkogretim okullarinda karara katilma. Mersin University Journal of the Faculty of Education, 8, 1-12.
Balci, A. (2014). Etkili okul ve okul gelistirme. PegemAkademi.
Barutcugil, I. (2004). Organizasyonlarda duygularin yonetimi. Kariyer.
Blase, J., & Blase, J. (1996). The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment. Journal of Educational Administration, 35(2), 138-164.
Bursalioglu, Z. (2008). Okul yonetiminde yeni yapi ve davranis. PegemA.
Cheong, M., Yammarino, F. J., Dionne, S. D., Spain, S. M., & Tsai, C. Y. (2019). A review of the effectiveness of empowering leadership. The Leadership Quarterly, 30(1), 34-58.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating Theory and practice. Academy of Management Review, 13(3), 471-482.
Conway, J. A., & Calzi, F. (1995). The dark side of shared decision making. Journal of Educational Leadership, 53(4), 45.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage.
Cavus, M. F. (2006). An application in manufacturing industry on the effects of organisational creativity and innovativeness of employee empowerment applications in companies (Unpublished doctoral dissertation). Selcuk University, Konya.
Celik, O. T., & Atik, S. (2020). Preparing teachers to change: The effect of psychological empowerment on being ready for individual change. Cukurova University Faculty of Education Journal, 49(1), 73-97.
Celik, O. T., & Konan, N. (2020). The relationship between school principals’ empowering leadership with teachers’ self-efficiancy and organisational citizenship behaivors. Education and Science, 1-21.
Celikten, M., & Niyazi, C. (2000). Alt duzey personelin guc kaynaklari. Educational Administration: Theory and Practice, 22, 269-290.
Cetin, M., & Kiral, B. (2018). Opinions of teachers and administrators related to teacher empowerment of school administrators. Mediterranean Journal of Educational Research, 12(26), 281–310.
Demirtas, H. (2014). Okul orgutu ve yonetimi. R. Sarpkaya, (Edt.) Turk egitim sistemi ve okul yonetimi. Ani.
Demirtas, Z., & Alanoglu, M. (2015). The relationship between participation in decision-making of teachers and job satisfaction. Ahi Evran University Kirsehir Faculty of Education Journal, 16(2), 83-100.
Demirtas, Z., & Kucuk, O. (2014). Criteria for the evaluation of school administrators’ performance and causes of low performance: A qualitative study. Journal of Educational Sciences, 40, 47-67.
Duman, N. (2014). Motivation factors used by school managers and opinions of teachers (Unpublished Master Thesis). Yeditepe University, Istanbul.
Elma, C., & Demir, K. (2012). Yonetimde cagdas yaklasimlar uygulamalar ve sorunlar. Ani.
Ersoy, A. F. (2016). Fenomenoloji. A. Saban & A. Ersoy (Edts). Egitimde nitel arastırma desenleri. Ani.
Fidan Toprakci, D. (2019). School administrator’s level of teacher empowerment (Unpublished Master Thesis). Aydin Adnan Menderes University, Aydin.
Foster, K. (1990). Small steps on the way to teacher empowerment. Educational Leadership, 38-40.
Ganiban, R., Belecina, R. R., & Ocampo, J. M. (2019). Antecedents of teacher empowerment. International Journal for Educational Studies, 11(2), 89-108.
Giderler, C. (2015). Employee empowerment in social services enterprises. Suleyman Demirel University the Journal of Visionary, 58-88.
Hallinger, P., & Richardson, D. (1988). Models of shared leadership: Evolving structures and relationships. Urban Review, 20(4), 229-245.
Harpell, J. V., & Andrews, J. J. W. (2010). Administrative leadership in the age of inclusion: Promoting best practices and teacher empowerment. Journal of Educational Thought, 44, 189-210.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration theory, research, and practice. McGrawHill.
Kalagan, G. (2009). The relationship between research assistants’ perceived organisational support and organisational cynicism (Unpublished Master Thesis). Akdeniz University, Antalya.
Kang, M. M., Park, S., & Sorensen, L. C. (2021). Empowering the frontline: Internal and external organisational antecedents of teacher empowerment. Public Management Review, 1-22.
Karakutuk, K. (2006). Financing of higher education. Milli Egitim Journal, 17, 219-242.
Kauts, A., & Kaur, H. (2020). Teacher empowerment as predictor of professional commitment and job satisfaction of teachers working in secondary schools. Journal of Critical Reviews, 7(16), 1856-1864.
Kaya, Z. (2007). Sinif yonetimi. Pegem Akademi.
Keser, S., & Kocabas, I. (2014). The comparison of elementary school administrators’ authentic leadership and psychological capital features. Educational Administration: Theory and Practice, 20(1), 1-22.
Kiral, B. (2015). The relationship between teacher empowerment of high school administrators and cynicism behaviors of teachers (Doctoral Dissertation). Ankara University, Ankara.
Kiral, B. (2019). Egitim yonetiminde ogretmen guclendirme. N. Cemaloglu & M. Ozdemir (Edts). Egitim yonetimi. PegemAkademi.
Kiral, B. (2020). The relationship between the empowerment of teachers by school administrators and organisational commitments of teachers. International Online Journal of Education and Teaching, 7(1), 248-265.
Kiral, B. (2021). Phenomenology design in qualitative research: Types and research process. Journal of Research in Education and Training, 10(4), 92-103.
Kiral, E. (2015). Decision in management and ethical decision making problematique. Adnan Menderes University Faculty of Education Journal of Educational Sciences 6(2), 73-89.
Kiral, E. (2020). Excellent Leadership Theory in Education. Journal of Educational Leadership and Policy Studies, 4(1), 1-30.
Kimwarey, M. C., Chirure, H. N., & Omondi, M. (2014). Teacher empowerment in education practice: Strategies, constraints, and suggestions. Journal of Research & Method in Education, 4(2), 51-56.
Koc, H. (2007). Egitim sisteminin finansmani. Gazi University Faculty of Education Journal, 29, 39-50.
Kocel, T. (2014). Isletme yoneticiliği. Beta.
Konan, N., & Celik, O. T. (2017). Okul mudurlerinin guclendirici liderligine iliskin ogretmen algisi. Bartin University Faculty of Education Journal, 6(1), 322-335.
Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomised field experiment. Journal of Research on Educational Effectiveness, 6(3),199-222.
Lacks, P. K. (2016). The relationships between school climate, teacher self-efficacy, and teacher beliefs (Unpublished Doctoral Dissertation). Liberty University, United Kingdom.
Ledesma, J. M., & Lalaine M. J. (2015). Filipino financial customers’ views on customer empowerment: Report from the field. https://www.cgap.org/sites/default/files/ Working-Paper- Filipino-Financial-Customers%27-View-on-Customer-Empowerment-May-2015.pdf. Retrieved date: 20.01.2018.
Longwell-McKean, P. C. (2012). Restructuring leadership for 21st century schools: How transformational leadership and trust cultivate teacher leadership (Unpublished Doctoral Dissertation). University of California, San Diego.
Lunenburg, F. C., & Ornstein, A. C. (2012). Educational administration concepts and practices. Wadsworth.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
McGregor, D. (1966). Leadership and motivation. MIT.
Melenyzer, B. J. (16-20 November 1990). Teacher empowerment: The discourse, meanings and social actions of teachers. The Annual Conference of the National Council of States on Inservice Education, Orlando, Florida.
Memduhoglu, H. B. (2007). Turk egitim sisteminde okullarin yonetimi ve okul yoneticilerinin yetistirilmesi sorunsali. Milli Eğitim Journal, 176, 86-97.
Merriam, S. M. (2009). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
Mooij, J. (2008). Primary education, teachers’ professionalism and social class about motivation and demotivation of government school teachers in India. International Journal of Educational Development, 28, 508-523.
Ozkalp, E., & Kirel, C. (2016). Orgutsel davranis. Ekin.
Ozturk, I. H. (2011). A conceptual analysis on teacher autonomy. Electronic Journal of Social Sciences, 10(35), 82-99.
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308.
Paynevandy, S. G. (2016). The role of empowerment in organisation development. International Academic Journal of Organizational Behavior and Human Resource Management, 3(5), 9-16.
Rangel, V. S., Suskavcevic, M., Kapral, A., & Dominey, W. (2020). A revalidation of the school participant empowerment scale amongst science and mathematics teachers. Educational Studies, 46(1), 117-134.
Reep, B. B., & Grier, T. B. (1992). A review of pilot programs: Teacher empowerment strategies for success. NASSP Bulletin, 6(546), 90-96.
Rehm, M. (1989). Emancipatory vocational education: Pedagogy for the work of individuals and society. Journal of Education, 171(3), 109-123.
Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organisation: The contribution of perceived organisational support. Journal of Applied Psyshology, 86(5), 825-836.
Richards, J. (2005). Principal behaviors that encourage teachers: Perceptions of teachers at three career stages. The Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Romanish, B. (1993). Teacher empowerment as the focus of school restructuring. The School Community Journal, 3(1), 47-60.
Schultheiss, O. C. (2008). The role of implicit motivation in hot and cold goal pursuit: Effects on goal progress, goal rumination, and emotional wellbeing. Journal of Research in Personality, 42, 971-987.
Short, P. M. (1992). Dimensions of teacher empowerment. http://files.eric.ed.gov/fulltext/ED368701.pdf. Retrieved date: 10.12.2014.
Sprague, J. (1992). Critical perspectives on teacher empowerment. Communication Education, 41(2), 181-203.
Spreitzer, G. M. (1996). Social structural characteristics of psychological empowerment. The Academy of Management Journal, 39(2), 483-504.
Thekedam, J. S. (2010). A study of job satisfaction and factors that influence it. Management and Labour Studies, 35, 407-417.
Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An interpretive model of intrinsic task motivation. Academy of Management Review, 15, 666-681.
Turkish Language Association Dictionary. (2021). https://sozluk.gov.tr. Retrieved date: 29.06.2021.
Wan, E. (2005). Teacher empowerment: Concepts, strategies, and implications for schools in Hong Kong. Teachers College Record, 107(4), 842-861.
White, P. A. (1992). Teacher empowerment under ideal school-site autonomy. Educational Evaluation and Policy Analysis, 14(1), 69-82.
Wilcoxen, C., Bell, J., & Steiner, A. (2019). Empowerment through induction: Supporting the wellbeing of beginning teachers. International Journal of Mentoring and Coaching in Education. www.emerald.com/insight/content/doi/10.1108/IJMCE-02-2019-0022/full/html. Retrieved date: 29.06.2021.
Yenilmez. K., & Yolcu, B. (2007). Contributions of teachers’ behaviors on creative thinking abilities. Eskisehir Osmangazi University Social Seciences Journal, 18, 95-105.
Vrhovnik, T., Maric, M., Znidarsic, J., & Jordan, G. (2018). The influence of teachers’ perceptions of school leaders’ empowering behaviours on the dimensions of psychological empowerment. Organizacija, 51(2), 112-120.
Yildirim, A., & Simsek, H. (2005). Sosyal bilimlerde nitel arastirma yontemleri. Seckin.
Yin, J. (2018). Empowering teachers through core reflection: A case in Korea. Journal of Asia TEFL, 15(4),1005-1020.
Yunus, M., Suakrno, S., & Rosyadi, K. I. (2021). Teacher empowerment strategy in improving the quality of education. International Journal of Social Science and Human Research, 4(1), 32-36.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Nacye Çalışıcı Çelik This is me
Türkiye

Bilgen Kıral This is me
Türkiye

Publication Date

January 31, 2022

Submission Date

January 31, 2022

Acceptance Date

-

Published in Issue

Year 2022 Number: 29

IZ

https://izlik.org/JA86LP97GT

Cite

RIS / Bibtex

APA

Çalışıcı Çelik, N., & Kıral, B. (2022). Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions. Eğitimde Nitel Araştırmalar Dergisi, 29, 179-202. https://izlik.org/JA86LP97GT

AMA

1.Çalışıcı Çelik N, Kıral B. Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions. Derginin Amacı ve Kapsamı. 2022;(29):179-202. https://izlik.org/JA86LP97GT

Chicago

Çalışıcı Çelik, Nacye, and Bilgen Kıral. 2022. “Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions”. Eğitimde Nitel Araştırmalar Dergisi, nos. 29: 179-202. https://izlik.org/JA86LP97GT.

EndNote

Çalışıcı Çelik N, Kıral B (January 1, 2022) Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions. Eğitimde Nitel Araştırmalar Dergisi 29 179–202.

IEEE

[1]N. Çalışıcı Çelik and B. Kıral, “Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions”, Derginin Amacı ve Kapsamı, no. 29, pp. 179–202, Jan. 2022, [Online]. Available: https://izlik.org/JA86LP97GT

ISNAD

Çalışıcı Çelik, Nacye - Kıral, Bilgen. “Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions”. Eğitimde Nitel Araştırmalar Dergisi. 29 (January 1, 2022): 179-202. https://izlik.org/JA86LP97GT.

JAMA

1.Çalışıcı Çelik N, Kıral B. Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions. Derginin Amacı ve Kapsamı. 2022;:179–202.

MLA

Çalışıcı Çelik, Nacye, and Bilgen Kıral. “Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions”. Eğitimde Nitel Araştırmalar Dergisi, no. 29, Jan. 2022, pp. 179-02, https://izlik.org/JA86LP97GT.

Vancouver

1.Nacye Çalışıcı Çelik, Bilgen Kıral. Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions. Derginin Amacı ve Kapsamı [Internet]. 2022 Jan. 1;(29):179-202. Available from: https://izlik.org/JA86LP97GT