ABSTRACT
VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL
By
Jessica Louise Aho
This narrative inquiry has been designed to explore the perspectives and experiences of veteran elementary teachers in connection to leadership and teacher empowerment within the school. This study examines the narratives of seven veteran elementary teachers from four different schools in the Upper Peninsula of Michigan. Each veteran teacher was interviewed one-on-one by the researcher via Zoom, due to the COVID 19 pandemic. Participants were identified through purposeful sampling. The researcher used an inductive approach to the analysis of the data, to identify themes within the narratives. Analysis of the data determined that teacher empowerment does impact veteran teachers’ experiences and overall morale within the school. The data that was gathered presented six themes. The researcher made theoretical predications that emerged during the coding process. These included leadership style, trust, communication, and morale. The other themes that emerged during the coding process, were autonomy and mentorship.
","abstract_html":"<p>ABSTRACT</p> <p>VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL</p> <p>By</p> <p>Jessica Louise Aho</p> <p>This narrative inquiry has been designed to explore the perspectives and experiences of veteran elementary teachers in connection to leadership and teacher empowerment within the school. This study examines the narratives of seven veteran elementary teachers from four different schools in the Upper Peninsula of Michigan. Each veteran teacher was interviewed one-on-one by the researcher via Zoom, due to the COVID 19 pandemic. Participants were identified through purposeful sampling. The researcher used an inductive approach to the analysis of the data, to identify themes within the narratives. Analysis of the data determined that teacher empowerment does impact veteran teachers’ experiences and overall morale within the school. The data that was gathered presented six themes. The researcher made theoretical predications that emerged during the coding process. These included leadership style, trust, communication, and morale. The other themes that emerged during the coding process, were autonomy and mentorship.</p>","abstract_has_math":false,"creators":["Aho, Jessica"],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Bethney Bergh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-02-01T08:00:00Z","date_published":"2021-02-01T08:00:00Z","updated_at":"2026-07-24T03:24:17Z","subjects":["empowerment","leadership","teacher","experiences","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/669","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bethney Bergh"]},{"key":"dc:creator","label":"Author","values":["Aho, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["empowerment","leadership","teacher","experiences","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/669"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL
By
Jessica Louise Aho
This narrative inquiry has been designed to explore the perspectives and experiences of veteran elementary teachers in connection to leadership and teacher empowerment within the school. This study examines the narratives of seven veteran elementary teachers from four different schools in the Upper Peninsula of Michigan. Each veteran teacher was interviewed one-on-one by the researcher via Zoom, due to the COVID 19 pandemic. Participants were identified through purposeful sampling. The researcher used an inductive approach to the analysis of the data, to identify themes within the narratives. Analysis of the data determined that teacher empowerment does impact veteran teachers’ experiences and overall morale within the school. The data that was gathered presented six themes. The researcher made theoretical predications that emerged during the coding process. These included leadership style, trust, communication, and morale. The other themes that emerged during the coding process, were autonomy and mentorship.
"]},{"key":"dc:title","label":"Title","values":["VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL"]}]}],"canonical_facts":{"dc:contributor":["Bethney Bergh"],"dc:creator":["Aho, Jessica"],"dc:date.available":["2021-02-18T08:00:00Z"],"dc:description.abstract":["ABSTRACT
VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL
By
Jessica Louise Aho
This narrative inquiry has been designed to explore the perspectives and experiences of veteran elementary teachers in connection to leadership and teacher empowerment within the school. This study examines the narratives of seven veteran elementary teachers from four different schools in the Upper Peninsula of Michigan. Each veteran teacher was interviewed one-on-one by the researcher via Zoom, due to the COVID 19 pandemic. Participants were identified through purposeful sampling. The researcher used an inductive approach to the analysis of the data, to identify themes within the narratives. Analysis of the data determined that teacher empowerment does impact veteran teachers’ experiences and overall morale within the school. The data that was gathered presented six themes. The researcher made theoretical predications that emerged during the coding process. These included leadership style, trust, communication, and morale. The other themes that emerged during the coding process, were autonomy and mentorship.
"],"dc:identifier":["https://commons.nmu.edu/theses/669"],"dc:subject":["empowerment","leadership","teacher","experiences","Education"],"dc:title":["VETERAN TEACHERS’ EXPERIENCES IN CONNECTION TO TEACHER EMPOWERMENT WITHIN THE SCHOOL"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:17Z"}