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Teachers' views on empowerment and its impact on commitment. (c2014)

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dc.contributor.author Sadek, Elizabeth
dc.date.accessioned 2015-02-18T13:54:05Z
dc.date.available 2015-02-18T13:54:05Z
dc.date.issued 2015-02-18
dc.date.submitted 2014-07-23
dc.identifier.uri http://hdl.handle.net/10725/1961
dc.description Includes bibliographical references (leaves 85-90). en_US
dc.description.abstract This study explores teachers’ empowerment and its impact on their commitment to school by eliciting participants’ perceptions of the matter. Empowerment takes place when teachers and staff are provided with the opportunities to have the freedom, responsibility and choice to participate in making decisions related to their work. Empowering implies the presence of distributed power, shared responsibility and democracy at school, which may result in teachers’ improved self-esteem, job satisfaction and commitment and a nurturing environment for personal, social and academic development of youth. The theoretical framework presents theories on empowerment, decision making and commitment; the reviewed literature includes studies mainly from the West due to the absence of similar studies in Lebanon and the region. Data were collected through questionnaires administered to the school’s teachers and management body, interviews with the principal and middle managers and focus group interviews with teachers. Qualitative and quantitative data analysis yielded results that were used to address the main research question. Findings indicate a positive relationship between teacher empowerment and commitment to school and the profession. The managerial implications include the development of a manual for managerial operations outlining the procedures and processes that may increase teachers’ empowerment and positions of responsibility within the organizational structure and give them the chance to participate and use their skills outside of the classroom. Other schools are encouraged to conduct similar studies for improvement purposes. en_US
dc.language.iso en en_US
dc.subject Organizational commitment -- Lebanon -- Case studies en_US
dc.subject Employee empowerment -- Lebanon -- Case studies en_US
dc.subject School improvement programs -- Lebanon -- Case studies en_US
dc.subject Teacher participation in administration -- Lebanon -- Case studies en_US
dc.subject Teachers -- Job satisfaction -- Lebanon -- Case studies en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Teachers' views on empowerment and its impact on commitment. (c2014) en_US
dc.type Thesis en_US
dc.title.subtitle A case study of an "american type" private school in Lebanon en_US
dc.term.submitted Summer I en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200904785 en_US
dc.author.commembers Dr. Rima Bahous en_US
dc.author.commembers Dr. Ahmad Oueini en_US
dc.author.woa OA en_US
dc.author.department MA in Education en_US
dc.description.physdesc 1 hard copy: xii, 120 leaves; ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Mona Nabhani en_US
dc.keywords Empowerment en_US
dc.keywords Commitment en_US
dc.keywords Implications en_US
dc.keywords Perceptions en_US
dc.keywords Theoretical Framework en_US
dc.identifier.doi https://doi.org/10.26756/th.2014.36


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