NotesFAQContact Us
Search Tips
ERIC Number: ED368678
Record Type: Non-Journal
Publication Date: 1993-Nov
Pages: 26
Abstractor: N/A
Reference Count: N/A
Teacher Empowerment in a Professional Development School Collaborative: Pilot Assessment. Technical Report 931101.
Morris, Vivian Gunn; Nunnery, John A.
The Memphis State University professional development school (PDS) model was designed to enhance teacher empowerment along certain dimensions of teacher empowerment cited in the literature: mentoring self-efficacy, teaching self-efficacy, professional knowledge, and collegiality. This PDS model contains three components: supervision of practice teachers, school improvement planning, and clinical professor training. A modified version of the "Teacher Empowerment Inventory" was administered to 140 of the 190 teachers in 6 elementary schools participating in the PDS program in 1992-1993. Data analysis indicated that teachers in the PDSs felt that the PDS experience enhanced their sense of empowerment by increasing mentoring self-efficacy (degree to which teachers feel able to influence training and entry into the profession of new teachers); teaching self-efficacy (feeling of professionalism, status, and self-esteem as teachers); collegiality (extent of teachers' belief that they work with and influence their peers to improve teaching and learning in their schools); and professional knowledge (teachers' perceptions of their own content knowledge and pedagogial skills). Although teachers perceived themselves to be more empowered along these four dimensions, findings also indicated that these teachers felt that they had very limited power to make changes that might positively affect teaching and learning within their own schools. Included in this paper is an appendix, which contains scale items and reliability estimates. (IAH)
Center for Research in Educational Policy, College of Education, Memphis State University, Memphis, TN 38152.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Memphis State Univ., TN. Center for Research in Educational Policy.
Authoring Institution: N/A