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Empowering teachers as leaders. (c2005)

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dc.contributor.author Soubra, Abir
dc.date.accessioned 2011-03-14T08:30:29Z
dc.date.available 2011-03-14T08:30:29Z
dc.date.copyright 2005 en_US
dc.date.issued 3/14/2011
dc.date.submitted 2005-06
dc.identifier.uri http://hdl.handle.net/10725/270
dc.description Includes bibliographical references (leaves 23-25). en_US
dc.description.abstract Teachers' empowerment is the basis for most educational reform. This case study was designed to examine whether or not teachers are empowered in a selected private school and whether empowerment affects teachers' satisfaction. Participants were 25 teachers and the principal of the school. The instruments used were a questionnaire that included 19 questions, distributed to teachers and a semi-structured interview conducted with the principal. Results revealed that teachers are partially empowered in the school. They are involved in a limited extent in school's decisions school. They are also satisfied with their job. However, the major problem that hinders their full empowerment is financial and teachers are asking for increase in their wages. en_US
dc.language.iso en en_US
dc.subject Teacher participation in administration en_US
dc.subject Teachers -- Job satisfaction en_US
dc.subject School management and organization en_US
dc.subject Educational leadership en_US
dc.title Empowering teachers as leaders. (c2005) en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 199407520 en_US
dc.author.commembers Layla Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: vi, 37 leaves; col. ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Mona Nabhani
dc.identifier.doi https://doi.org/10.26756/th.2005.7 en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US


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