NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1161923
Record Type: Journal
Publication Date: 2017-Nov
Pages: 30
Abstractor: ERIC
ISSN: EISSN-2380-0860
Building Administrator's Facilitation of Teacher Leadership: Moderators Associated with Teachers' Reported Levels of Empowerment
Moran, Kelly; Larwin, Karen H.
Journal of Organizational and Educational Leadership, v3 n1 Article 2 Nov 2017
The purpose of this study is to identify the characteristics and traits of individuals and buildings in which teacher empowerment is strongest, so that those schools and individuals can be further studied and emulated. An additional purpose of the study is to investigate the relationships between principals and school environment characteristics, and levels of teacher empowerment. It is hypothesized that those buildings that have only one building administrator will have higher levels of teacher empowerment as compared with buildings that have both a principal and assistant principal. Additionally, the opposite is hypothesized to be true for buildings with an assistant principal. Finally, it is hypothesized that buildings with male administrators will have higher levels of teacher empowerment than buildings with female administrators. This study will provide meaningful information to both teachers and educators as they develop plans to best implement new levels of change within their buildings and districts as a result of new legislation and local requirements.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A