TEACHER EMPOWERMENT AS A CATALYST FOR SCHOOL EFFECTIVENESS: INSIGHTS FROM A MIXED-METHODS STUDY
Abstract
This study aims to explore the impact of empowerment on school effectiveness and examine more broadly the findings of early research. This mixed study used an exploratory sequential design. The initial stage of research uses qualitative methods followed by the quantitative stage. In the qualitative stage, research data were collected through in-depth interviews with 19 teachers determined by purposive sampling. The research findings at the qualitative stage were then followed up for wider testing using a larger population and sample. A total of 104 teachers were determined as research samples using proportional random sampling techniques from a population of 712 teachers in 39 high schools in North Sumatra Province, Indonesia. Qualitative findings provide evidence that psychological and structural empowerment have the same qualities as employment involvement and that empowering working conditions affects the attitude of teachers that their work is important. They can do work and set choices; have an impact on their departments and tend to show autonomy that generates more energy and ability in their work. Quantitative findings explain that structural empowerment influences psychological empowerment at 45.6% and has influence on school effectiveness at 43.9%. Psychological empowerment has influence on school effectiveness at 64.3%. Structural empowerment has influenced school effectiveness through psychological empowerment of 48.2% and a total influence of 92.10%. Qualitative findings suggest that the strength of structural and psychological empowerment determines school effectiveness
Keywords:
Psychological empowerment, School effectiveness, Structural empowerment.Downloads
Published
Issue
Section
How to Cite
License
Copyright (c) 2023 Putra Ahmad Rizki, Nasution Maria Salsabila , Fauzi Hendra Maulana
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Agarwal, S. A. (2021). Use of statistics in research. International Journal for Modern Trends in Science and Technology, 7, 98-103.
Aguado, C. L., Garcia, O. B., Laguador, J. M., & Deligero, J. C. L. (2015). Teaching performance and extent of work values among faculty members in one Asian Maritime academy. International Journal of Management Sciences, 5(12), 805-816.
Ahmadi, R., & Arief, N. F. (2022). Teaching empowerment to improve the quality of education and school progress. EDUTEC: Journal of Education And Technology, 6(2), 431-439. https://doi.org/10.29062/edu.v6i2.498
Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Mohd Rasdi, R., & Abu Samah, A. (2021). Relationship between teacher empowerment and job satisfaction: A meta-analytic path analysis. Cogent Education, 8(1), 1898737. https://doi.org/10.1080/2331186x.2021.1898737
Ali, N. (2017). Dimensions of school effectiveness in the secondary schools of Pakistan. Malaysian Online Journal of Educational Management, 5(3), 41-63. https://doi.org/10.22452/mojem.vol5no3.4
Archibald, M. M., Radil, A. I., Zhang, X., & Hanson, W. E. (2015). Current mixed methods practices in qualitative research: A content analysis of leading journals. International Journal of Qualitative Methods, 14(2), 5-33. https://doi.org/10.1177/160940691501400205
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Balyer, A., Ozcan, K., & Yıldız, A. (2017). Teacher empowerment: School administrators’ roles. Eurasian Journal of Educational Research, 17(70), 1-18. https://doi.org/10.14689/ejer.2017.70.1
Botha, R. (2010). School effectiveness: conceptualising divergent assessment approaches. South African Journal of Education, 30(4), 605-620. https://doi.org/10.15700/saje.v30n4a391
Chisman, F. P., & Crandall, J. A. (2007). Passing the torchc: Strategies for innovation in community college ESL. New York: Council for Advancement of Adult Literacy.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482. https://doi.org/10.5465/amr.1988.4306983
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed approaches. Jogjakarta: Student Library.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Thousand Oaks, CA: Los Angeles Sage Publications.
Creswell, J. W., & Creswell, J. D. (2018). Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles: Sage Publications.
Davis, J., & Wilson, S. M. (2000). Principals' efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 73(6), 349-353. https://doi.org/10.1080/00098650009599442
Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States. Psychology, Society & Education, 7(3), 252-263. https://doi.org/10.25115/psye.v7i3.515
Devis, C. M., Peterson, E. R., Sibley, C. E., & Rosenthal, R. A. (2015). Techer expectation intervention: Modelling the practices of expectation teacher. Contemprory Education Psychology, 40, 72-85.
Elmazi, E. (2018). The role of principal’s power and teacher empowerment. European Scientific Journal, 18(43), 1867-7881.
Fock, H., Hui, M. K., Au, K., & Bond, M. H. (2013). Moderation effects of power distance on the relationship between types of empowerment and employee satisfaction. Journal of Cross-Cultural Psychology, 44(2), 281-298. https://doi.org/10.1177/0022022112443415 Garson, G. D. (2016). Partial least squares: Regression and structural equation models. Asheboro, NC: Statistical Associates Publishers.
Ghani, M. F. A., Siraj, S., Radzi, N. M., & Elham, F. (2011). School effectiveness and improvement practices in excellent schools in Malaysia and Brunei. Procedia-Social and Behavioral Sciences, 15, 1705-1712. https://doi.org/10.1016/j.sbspro.2011.03.355
Gullan, R. L., Power, T. J., & Leff, S. S. (2013). The role of empowerment in a school-based community service program with inner-city, minority youth. Journal of Adolescent Research, 28(6), 664-689. https://doi.org/10.1177/0743558413477200
Gülsen, F. U., & Çelik, Ö. (2021). Secondary school teachers’ effective school perception: The role of school culture and teacher empowerment. International Journal of Progressive Education, 17(5), 332-344. https://doi.org/10.29329/ijpe.2021.375.21
Hair, J. F., Hult, G. T., Ringle, C. M., & Sartedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks: Sage.
Hamid, S. F., Nordin, N., Adnan, A. A., & Sirun, N. (2013). A study on primary school teachers’ organizational commitment and psychological empowerment in the district of Klang. Procedia-Social and Behavioral Sciences, 90, 782-787. https://doi.org/10.1016/j.sbspro.2013.07.152
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing Journal, 20, 277-319. https://doi.org/10.1108/s1474-7979(2009)0000020014
Hıdıroğlu, Y. Ö., & Tanrıöğen, A. (2020). Development of teachers' empowerment scale: A validity and reliability study. International Journal of Assessment Tools in Education, 7(4), 753-772. https://doi.org/10.21449/ijate.693398
Holt, A., & Murphy, P. J. (2006). School effectiveness in the future: The empowerment factor. School Organization, 13(2), 175-186. https://doi.org/10.1080/0260136930130207
Johnson, P. E., & Short, P. M. (1998). Principal's leader power, teacher empowerment, teacher compliance and conflict. Educational Management & Administration, 26(2), 147-159. https://doi.org/10.1177/0263211x98262004
Kirk, C. M., Lewis, R. K., Brown, K., Karibo, B., & Park, E. (2016). The power of student empowerment: Measuring classroom predictors and individual indicators. The Journal of Educational Research, 109(6), 589-595. https://doi.org/10.1080/00220671.2014.1002880
Laila, A. (2015). The effective school: The role of the leaders in school effectiveness. Educational Research and Reviews, 10(6), 695-721. https://doi.org/10.5897/err2014.1986
Laschinger, H. K. S., Finegan, J. E., Shamian, J., & Wilk, P. (2004). A longitudinal analysis of the impact of workplace empowerment on work satisfaction. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25(4), 527-545. https://doi.org/10.1002/job.256
Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. https://doi.org/10.1016/j.tate.2014.03.006
Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260-283. https://doi.org/10.1177/1741143215578448
Lezotte, K. M., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.
Lezotte, L. W. (2011). Effective schools: Past, present, and future. Journal for Effective Schools, 10(1), 3-22.
Lisboa, J. L. C., & Maldonado, J. F. (2019). Mixed research method. GPH-Journal of Educational Research, 2, 1-7.
Lu, J., Jiang, X., Yu, H., & Li, D. (2015). Building collaborative structures for teachers’ autonomy and self-efficacy: The mediating role of participative management and learning culture. School Effectiveness and School Improvement, 26(2), 240-257.
https://doi.org/10.1080/09243453.2014.888086
Manzoor, Q.-A. (2012). Impact of employees motivation on organizational effectiveness. Business Management and Strategy, 3(1), 1-12. https://doi.org/10.5296/bms.v3i1.904
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19(3), 245-275. https://doi.org/10.2307/1164465
Martha, E., & Kresno, S. (2016). Qualitative research methodology. Jakarta: Rajawali Press.
Maton, K. I. (2008). Empowering community settings: Agents of individual development, community betterment, and positive social change. American Journal of Community Psychology, 41, 4-21. https://doi.org/10.1007/s10464-007-9148-6
Menon, M. E., & Christou, C. (2002). Perceptions of future and cur rent teachers on the organization of elementary schools: A dissonance approach to the investigation of job satisfaction. Educational Research, 44(1), 97-110. https://doi.org/10.1080/00131880110107397 Mexwell, J. A. (2012). Qualitative research design an interactive approach. Los Anggeles: Sage Publications.
Miller, K. (2015). Participatory education as empowerment: A case study on loss, grief and empowerment. Participatory Educational Research, 2(4), 51-60. https://doi.org/10.17275/per.15.spi.1.5
Mills, P. K., & Ungson, G. R. (2003). Reassessing the limits of structural empowerment: Organizational constitution and trust as controls. Academy of Management Review, 28(1), 143-153. https://doi.org/10.2307/30040694
Mishra, R. (2019). Employee empowerment and organizational effectiveness in the organizations. International Journal of Scientific Research in Management and Business Administration, 1(1), 5-11.
Monje-Amor, A., Xanthopoulou, D., Calvo, N., & Vázquez, J. P. A. (2021). Structural empowerment, psychological empowerment, and work engagement: A cross-country study. European Management Journal, 39(6), 779-789. https://doi.org/10.1016/j.emj.2021.01.005 Mulyasa. (2009). School-based management: Concepts, strategies and implementation. Bandung: Bumi Akasara.
O'Brien, J. L. (2010). Structural empowerment, psychological empowerment and burnout in registered staff nurses working in outpatient dialysis centers. Doctoral Dissertation, Rutgers University-Graduate School-Newark.
Ridwan, & Kuncoro, A. (2011). How to use and interpret analysis tracks. Bandung: Alphabeta.
Ritter, L. (2019). Opportunities for teacher empowerment. Foreign Language Annals, 52(1), 5-16.
Sahrul, M., Mawar, M., Tuti, R. W., & Handayani, N. (2021). Empowerment of school committees in improving the quality of education basic schools of Indonesia-Malaysia State border. Indonesia Journal of Law and Economics Review, 7, 23-34. https://doi.org/10.21070/ijler.2020.v7.458
Sarafidou, J. O., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170-183. https://doi.org/10.1108/09513541311297586
Scheerens, J. (2013). The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement, 24(1), 1-38. https://doi.org/10.1080/09243453.2012.691100
Sharlene, N. H. B. (2010). Mixed methods research: Merging theory with practice. New York, USA: Guilford Press.
Singha, S. K., & Sikdar, D. P. (2019). Concept of school effectiveness & its modern trends of research. Research Review International Journal of Multidisciplinary, 3(8), 545-661.
Sirait, H., Prasetia, I., & Dongoran, F (2023) Effectiveness of School Management in Implementing Curriculum Diversification (Case Study at SMP Negeri 2 Sibolga City). Journal of Primary, Secondary and Higher Education Management, 4(2) 114-120 https://doi.org/10.30596/jmp-dmt.v4i2.14808
Sun, L.-Y., Zhang, Z., Qi, J., & Chen, Z. X. (2012). Empowerment and creativity: A cross-level investigation. The Leadership Quarterly, 23(1), 55-65. https://doi.org/10.1016/j.leaqua.2011.11.005
Sun, N., Wei, L., Shi, S., Jiao, D., Song, R., Ma, L., . . . You, Y. (2020). A qualitative study on the psychological experience of caregivers of COVID-19 patients. American Journal of Infection Control, 48(6), 592-598.
Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavior research. California: Sage Publications.
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 1-10. https://doi.org/10.1186/1471-2288-8-45
Tindowen, D. J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617631. https://doi.org/10.12973/eu-jer.8.2.617
Titus, A., & Muttungal, P. V. (2023). Empowered learning in school: A scoping review. International Journal of Evaluation and Research in Education, 12(2), 729-738. https://doi.org/10.11591/ijere.v12i2.24429
Tran, I. R. (2018). Improving mental health through social support: Building positive and empowering relationships. Journal of Mental Health, 27(3), 276-289. https://doi.org/10.1080/09638237.2017.1417571
Tutar, H., Altinoz, M., & Cakiroglu, D. (2011). The effects of employee empowerment on achievement motivation and the contextual performance of employees. African Journal of Business Management, 5(15), 6318.
Wall, R., & Rinehart, J. S. (1998). School-based decision making and the empowerment of secondary school teachers. Journal of School Leadership, 8(1), 49-64. https://doi.org/10.1177/105268469800800103
Whitaker, K. S., & Moses, M. C. (1990). Teacher empowerment: A key to restructuring. The Clearing House, 64(2), 127-130.
Yorulmaz, Y. I., Colak, I., & Saglam, A. (2018). The relationship between teachers’ structural and psychological empowerment and their autonomy. Eğitim Bilimleri Araştırmaları Dergisi, 8(2), 81-96. https://doi.org/10.22521/jesr.2018.82.3
Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459. https://doi.org/10.1080/13803610500146152
