Implications Of Teacher Empowerment For Student Achievement In Private Sectarian, Private Non-Sectarian, And Public Schools
Type
Thesis
Authors
Category
Publication Year
2015
Pages
150
Abstract
The General Purpose Of This Study Was To Examine The Level Of Teacher Empowerment Dimensions In Private Sectarian, Private Non- Sectarian and Public Schools. The Study Also Aimed To Determine The Relationship Between Teacher Empowerment And Student Achievement.
Respondents Were The Basic Education Teachers (Kindergarten, Elementary, High School) Of Private Sectarian, Private Non- Sectarian and Public Schools In The Division Of Caloocan City.
The Correlational Research Method Was Used In The Study. The School Participant Empowerment Scale (SPES) Developed by Short and Rinehart (1992) Was Used As The Main Instrument For Gathering The Data. Conclusions Regarding Significant Differences Or Relationship Were Proven When P-Values Yielded Were Either Less Than Or Equal To 0.05. Statistical Packages for Social Science (SPSS) Version 20.0 Was Used To Compute All Necessary Statistics.
Result From The Survey Showed That There Was A Statistically Significant Difference Between The Status Of Private Non- Schools And Public Schools. Private Non- Schools Ranked Highest In Teacher Empowerment And Best In Terms Of Having Opportunities For Professional Career Growth, Teacher Status, Self-Efficacy, Autonomy, And Teacher Impact While Public School Sector Ranked Lowest In Teacher Empowerment And Needed To Focus More On How To Expose The Teachers For Career Growth Opportunities, Self-Efficacy And Teacher Impact. Private Sectarian Schools Ranked Average Among The Three. Factors That Significantly And Directly Influenced Decision Making, Status, And Self-Efficacy Were Age, Civil Status, Highest Educational Attainment, And Number Of Years In Service. Moreover, The Number Of Years In Service And Age Were Significant Contributors In Autonomy While Educational Attainment And Years In Service Would Tell Significantly If A Teacher Would Create A Lasting Impact. Another Finding Of This Paper Showed That A Higher Score In Teacher Empowerment Resulted To A Higher Student Achievement Among Sixth Grade Students, Yet Conversely True Among The Fourth Year Level Students. However, This Finding Had No Proven Statistical Significance Between Teacher Empowerment And Student Achievement Based On Their National Achievement Test (NAT) Mean Percentage Scores (MPS).
The Study is Recommended to be Evaluated by School Administrators, Policy Makers and School Teachers as Basis in Examining the Level of Teacher Empowerment in Schools so that Necessary Programs and Improvements could be Implemented. Lastly, it is Recommended that Similar Study Should Be Done in the Other Divisions so as to Compare the Level Of Teacher Empowerment in Public, Private Sectarian And Private Non-Sectarian Schools in the Other Divisions as well as to Establish the Relationship of Teacher Empowerment and Student Achievement.
Respondents Were The Basic Education Teachers (Kindergarten, Elementary, High School) Of Private Sectarian, Private Non- Sectarian and Public Schools In The Division Of Caloocan City.
The Correlational Research Method Was Used In The Study. The School Participant Empowerment Scale (SPES) Developed by Short and Rinehart (1992) Was Used As The Main Instrument For Gathering The Data. Conclusions Regarding Significant Differences Or Relationship Were Proven When P-Values Yielded Were Either Less Than Or Equal To 0.05. Statistical Packages for Social Science (SPSS) Version 20.0 Was Used To Compute All Necessary Statistics.
Result From The Survey Showed That There Was A Statistically Significant Difference Between The Status Of Private Non- Schools And Public Schools. Private Non- Schools Ranked Highest In Teacher Empowerment And Best In Terms Of Having Opportunities For Professional Career Growth, Teacher Status, Self-Efficacy, Autonomy, And Teacher Impact While Public School Sector Ranked Lowest In Teacher Empowerment And Needed To Focus More On How To Expose The Teachers For Career Growth Opportunities, Self-Efficacy And Teacher Impact. Private Sectarian Schools Ranked Average Among The Three. Factors That Significantly And Directly Influenced Decision Making, Status, And Self-Efficacy Were Age, Civil Status, Highest Educational Attainment, And Number Of Years In Service. Moreover, The Number Of Years In Service And Age Were Significant Contributors In Autonomy While Educational Attainment And Years In Service Would Tell Significantly If A Teacher Would Create A Lasting Impact. Another Finding Of This Paper Showed That A Higher Score In Teacher Empowerment Resulted To A Higher Student Achievement Among Sixth Grade Students, Yet Conversely True Among The Fourth Year Level Students. However, This Finding Had No Proven Statistical Significance Between Teacher Empowerment And Student Achievement Based On Their National Achievement Test (NAT) Mean Percentage Scores (MPS).
The Study is Recommended to be Evaluated by School Administrators, Policy Makers and School Teachers as Basis in Examining the Level of Teacher Empowerment in Schools so that Necessary Programs and Improvements could be Implemented. Lastly, it is Recommended that Similar Study Should Be Done in the Other Divisions so as to Compare the Level Of Teacher Empowerment in Public, Private Sectarian And Private Non-Sectarian Schools in the Other Divisions as well as to Establish the Relationship of Teacher Empowerment and Student Achievement.
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