A Multidimensional Measure of Teacher Empowerment

• In Event: 72.013 - Empowering Teachers Through Professional Learning

Abstract

This study constructs and evaluates a multi-dimensional definition of teacher empowerment. Data from Alabama is used to test the model consistency. The EFA explores a three-factor model which is the same as the assumption. The CFA model fits the Alabama data reasonably well both and separately at technical and managerial domains. Further, the difference between teacher empowerment at technical and managerial domains is examined. In addition, the discrepancy between desired and actual involvement in decision making will be examined and compared by groups.

Authors

• Jing Liu, The Pennsylvania State University

• Samara Wolf Fetner, American Educational Research Association