Teacher empowerment and organisational citizenship behaviour in public schools in Saudi Arabia

This study reports on an investigation of the relationships between teacher empowerment and organisational citizenship behaviours. Data were collected from 457 teachers working in secondary schools in the Eastern Province of Saudi Arabia. The results indicated that teacher empowerment was positively correlated with organisational citizenship behaviours among teachers. Regression analysis indicated that teacher empowerment explained 48% of the variance in organisational citizenship behaviour scores. The results of the study revealed that decision making, professional growth, status and impact had the most contribution in explaining the variance of total organisational citizenship behaviours. These results indicated the significance of empowering teachers in the school settings. The more the teachers are empowered, the more they exhibit behaviors that go beyond their traditional roles towards the advantage of their students, colleagues, and schools. Directions for further research are discussed.

Examining Teachers' Perceptions on Empowerment According to Various Variables

The purpose of the study was to determine the perceptions of teachers regarding their empowerment and whether these perceptions differ significantly depending on their gender, age, branch, professional seniority, length of service at their school, education status, union membership, and the size of the number of students present at the school. In this study, teacher empowerment was considered to ensure teachers' professional development, increase their status, ensure their trust in their organizations, and increase cooperation among organization members. Four hundred forty-one teachers working in the public secondary schools in Denizli Merkezefendi and Pamukkale district participated in this quantitative study carried out during the 2019-2020 academic year. The data of the research were collected with the "Teacher Empowerment Scale." The survey results showed that teachers' perceptions of teacher empowerment, status, trust, and cooperation were high, and their perception of professional development was very high. Accordingly, teachers perceive their status as lower than other dimensions of teacher empowerment. There was no statistically significant difference in the teachers' perceptions regarding their empowerment according to their gender, branch, educational status, and union membership. The age of the teachers was between 31-40 and 6-15 years of teaching experience.

The Missing Hub in the Wheel: Improving Ghanaian Basic Schools through Teacher Empowerment

The study adopted the explanatory sequential Mixed Method design approach. Using the proportional stratified random sampling technique, the study sampled 325 respondents made up of 260 teachers and 65 headteachers from the four categories of basic schools in the Central Region of Ghana for the quantitative phase of the study. Subsequently, 15 teachers and 5 headteachers from 4 categories of schools were sampled purposely for the qualitative phase of the study. Questionnaires and interview guides were used to collect data. The quantitative data were analysed using descriptive (Means and Standard Deviation) statistics whilst the qualitative data were analysed thematically. It was evident from the results that teachers in the improved and dynamic schools are highly empowered than their counterparts in the trapped and failing schools. The teachers in the trapped and failing schools missed elements of empowerment such as decision making, professional growth, status, self-efficacy, autonomy and impact. The study further found that teacher empowerment affects school improvement significantly. It is recommended per the findings that headteachers should invest in teachers the right to participate in the determination of school goals and policies and the right to exercise professional judgement the content of the curriculum and the means of instruction.

Teaching Engagement of Senior High School Teachers in Batangas Province

Senior High School (SHS) teachers are at the forefront of providing quality and innovative education for students who would either enter the world of work or pursue tertiary education. Therefore, their commitment and dedication to their craft should be carefully delved into, and one of the dimensions where they manifest such attributes in the teaching profession is the level of their engagement in the delivery of instruction. Hence, this study was conducted in order to assess the engagement of selected SHS teachers in Batangas Province during the academic year 2019-2020. It specifically covered the extent of teachers’ engagement as characterized by their vigor, dedication and absorption, and explored on the factors that contribute to their engagement as to school policy, school culture, teacher empowerment, and interpersonal relationship. It also analyzed how teaching engagement is manifested in terms of cognitive, physical, and emotional domains and looked into the sources of burnout in teaching, with the end view of proposing effective measures to foster effective teaching engagement. The descriptive method of research was utilized in the study with the use of a questionnaire as the main data gathering instrument. Gathered data were further enriched through the focus group discussion and interviews. Respondents included 85 school heads and 322 SHS teachers in the province of Batangas. The statistical tools utilized were weighted mean, ranking, and t-test. Results from the findings revealed that teachers manifest moderate engagement in vigor, dedication, and absorption. It was also revealed that school policy and administration moderately contribute to teachers’ engagement, while school culture and interpersonal relationships greatly contribute to their engagement. On the other hand, school heads assessed that teacher empowerment greatly contributes to engagement, while teachers claimed that this factor affects their engagement moderately. Comparison on the assessments between the two groups of respondents revealed they concurred in vigor, absorption, teacher empowerment, and interpersonal relationship, but differed in their assessments on dedication and school culture. Moreover, work overload issues, absence of an awards and recognition system, and big class sizes were found to be the primary sources of teachers’ burnout.