iscuss the Effect Principal Ues of Power On Teacher Empowermen

This study will investigate the construct principals’ use of power has on the level of perceived teacher empowerment. It will seek to investigate what dimensions of teacher empowerment (transitional leaders, self-efficacy, motivation, schools as communities, and power) can best predict the aforementioned variables. Finally, the study will seek to examine any disparity between school leaders’ and teachers’ perceptions of teacher empowerment. The following research questions and hypotheses guided the empirical investigation:

Independent Variable 1: Gender (Male and female Teachers)

Independent Variable 2: Educational level (Bachelors, Masters >)

Independent Variable 3: Classroom experience (0-5 years, 6 >)

Dependent Variable 1: Perceived principal’s power (coercive, reward, legitimate, information, expert, and referent)

Dependent Variable 2: Perceived teacher empowerment (decision making, professional growth, status, self-efficacy, autonomy, and impact)

R1: What differences exist in male and female teachers about their perceptions of power used by their principals?

1H1: Perception of principal’s power in male teachers is higher to female teachers.

1H0: Male and female teachers perceive principal’s power equally.

R2: What differences exist in teacher schooling about their perceptions of power used by their principals?

2H1: Perception of principal’s power in more schooled teachers is greater to less schooled teachers.

2H0: More and less schooled teachers perceive principal’s power equally.

R3: What differences exist in teachers classroom experience about their perceptions of power used by their principals?

3H1: Perception of principal’s power is greater in teachers with longer classroom service than teachers with shorter service.

3H0: Teachers with longer or shorter classroom service perceive principal’s power equally.

R4: How do male and female teachers perceive differences in their empowerment?

4H1: Perception of empowerment in male teachers is higher to female teachers.

1H0: Male and female teachers perceive their empowerment equally.

R5: How do schooled teachers perceive differences in their empowerment?

5H1: Perception of empowerment in more schooled teachers is greater to less schooled teachers.

5H0: More and less schooled teachers perceive their empowerment equally.

R6: How do experienced teachers perceive differences in their empowerment?

6H1: Perception of empowerment is greater in teachers with longer classroom service than teachers with shorter service.

6H0: Teachers with longer or shorter classroom service perceive their empowerment equally.

R7: How do principal’s power and perception of teacher’s perceive differences in their empowerment impacted by gender?

7H1: Perception of principal’s power and perception of teacher’s empowerment will be inversely related for gender.

7H0: Perception of principal’s power and perception of teacher’s empowerment will not be associated for gender.

R8: How do principal’s power and perception of teacher’s perceive differences in their empowerment impacted by education?

8H1: Perception of principal’s power and perception of teacher’s empowerment will be inversely related for educational level.

8H0: Perception of principal’s power and perception of teacher’s empowerment will not be associated for educational level.

R9: How do principal’s power and perception of teacher’s perceive differences in their empowerment impacted by experience?

9H1: Perception of principal’s power and perception of teacher’s empowerment will be inversely related for classroom service.

9H0: Perception of principal’s power and perception of teacher’s empowerment will not be associated for classroom service.

 
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