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ERIC Number: EJ883713
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1931-6569
Correlations between Perceived Teacher Empowerment and Perceived Sense of Teacher Self-Efficacy
Hemric, Marty; Eury, Allen D.; Shellman, David
AASA Journal of Scholarship & Practice, v7 n1 p37-50 Spr 2010
Empirical research has linked teacher efficacy with student achievement. In this study, the authors determined the perceived levels of empowerment and self-efficacy from 70 elementary teachers in two schools. Descriptive and predictive statistics were used to explore the degree to which perceived empowerment and self-efficacy were related in an attempt to discern if empowerment serves as an enabler to support teacher self-efficacy, and subsequently student achievement. The findings and inferences from this study suggest an organizational design that provides teachers control over conditions that influence their work life, and provides an interactive social system to foster trust, professionalism, collegiality, and collaboration around teaching and learning, may give teachers access to psychosocial experiences needed for the growth of their professional self-efficacy. (Contains 2 figures.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A