The Relationship between Teacher Empowerment and Student Achievement

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.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2012

Author dc:creator

• Squire-Kelly, Valerie Denise

Contributors dc:contributor

• Paul Brinson
• Barbara Mallory

• ETD
• Teacher empowerment
• Decision making
• Professional growth
• Status
• Self-efficacy
• Autonomy
• Impact
• Teachers
• Professional relationships
• Educational leadership
• Educational accountability

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/406

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1406