{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1406"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1406","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"The Relationship between Teacher Empowerment and Student Achievement","abstract":"The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement.","abstract_html":"The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement.","abstract_has_math":false,"creators":["Squire-Kelly, Valerie Denise"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Paul Brinson","Barbara Mallory"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Teacher empowerment","Decision making","Professional growth","Status","Self-efficacy","Autonomy","Impact","Teachers","Professional relationships","Educational leadership","Educational accountability"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/406","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul Brinson","Barbara Mallory"]},{"key":"dc:creator","label":"Author","values":["Squire-Kelly, Valerie Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Teacher empowerment","Decision making","Professional growth","Status","Self-efficacy","Autonomy","Impact","Teachers","Professional relationships","Educational leadership","Educational accountability"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/406"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement."]},{"key":"dc:title","label":"Title","values":["The Relationship between Teacher Empowerment and Student Achievement"]}]}],"canonical_facts":{"dc:contributor":["Paul Brinson","Barbara Mallory"],"dc:creator":["Squire-Kelly, Valerie Denise"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/406"],"dc:subject":["ETD","Teacher empowerment","Decision making","Professional growth","Status","Self-efficacy","Autonomy","Impact","Teachers","Professional relationships","Educational leadership","Educational accountability"],"dc:title":["The Relationship between Teacher Empowerment and Student Achievement"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}