Building Administrator's Facilitation of Teacher Leadership: Moderators Associated with Teachers' Reported Levels of Empowerment

Autor/inn/en	Moran, Kelly; Larwin, Karen H.
Titel	Building Administrator's Facilitation of Teacher Leadership: Moderators Associated with Teachers' Reported Levels of Empowerment
Quelle	In: Journal of Organizational and Educational Leadership, 3 (2017) 1, Artikel 2 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2380-0860
Schlagwörter	Teacher Leadership; Facilitators (Individuals); Administrator Role; Leadership Role; Teacher Empowerment; Performance Factors; Gender Differences; Institutional Characteristics; Administrator Characteristics; Assistant Principals; Instructional Program Divisions; Tenure; Work Experience; Likert Scales; Multivariate Analysis; Teacher Surveys; Administrator Surveys; Elementary Secondary Education; Ohio + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Leistungsindikator; Geschlechterkonflikt; Principal; Principals; Stellvertretende Schulleitung; Amtszeit; Beschäftigungsdauer; Employment experience; Job experience; Occupational experience; Berufserfahrung; Likert-Skala; Multivariate Analyse
Abstract	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. (ERIC).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01