NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED447185
Record Type: RIE
Publication Date: 2000-Oct
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationships between Teacher Empowerment, Teachers' Sense of Responsibility for Student Outcomes, and Student Achievement.
Martin, Barbara N.; Crossland, Barbara J.
Relationships between the level of teachers' perceived empowerment, the degree of teachers' perceived responsibility for student outcomes, and student achievement were studied with 271 elementary school teachers. The Responsibility for Student Achievement Scale (RSA) (T. Guskey, 1981) and the School Participant Empowerment Scales (SPES) (P. Short and Rinehart, 1992) were administered, and student achievement was determined as a grade level stanine score in reading and mathematics from standardized achievement tests. There was a statistically significant correlation between teachers' empowerment as measured by the SPES and teachers' responsibility for student success as measured by the RSA, indicating that teachers with an increased sense of empowerment tended to accept more responsibility for the success of their students. There was no significant correlation between teachers' empowerment scores and their perceived responsibility for student failures. There were no significant correlations between teachers' responsibility for student outcomes and student achievement and teachers' empowerment scores and student achievement. Findings indicate that the construct of teacher empowerment and a sense of responsibility for student outcomes are important to school climate and increased teacher sense of efficacy, but an effect on student achievement has not been demonstrated. (Contains 4 tables and 99 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 25-28, 2000).