Abstract
Purpose. The purpose of the study was to examine the frequency of use by principals of strategies that empower teachers and to what extent teachers perceive themselves as empowered by the use of those strategies. Methodology. The descriptive research was based on reports from twenty-two middle school principals and 169 teachers from their schools, using rating scales based on Maeroff's principles of teacher empowerment: status as professionals; knowledge in the field; and access to power. Means, numbers and percents in each rating, and correlations for relationships among factors were calculated. Findings. Principals and teachers reported a moderate to high use of empowering strategies. Correlations indicated moderate relationships between use of empowering strategies and overall perceptions of empowerment, as reported by teachers. Frequently used strategies were teachers communicating, being self-directed, being recognized for accomplishments, planning collaboratively, developing curriculum, and demonstrating leadership. Less used strategies of teacher empowerment were involvement in hiring personnel, budget development, and professional norm setting and maintenance. Conclusions. (1) Principals frequently use empowering strategies. (2) Teachers are regularly involved in empowering strategies and are usually satisfied with that degree of involvement. (3) Empowering strategies reportedly involving most teachers are more easily used and accepted; those less used are more complex. (4) Relationships exist between use of empowering strategies and an overall sense of empowerment, as perceived by teachers. Implications. Further study might explore: the readiness for change related to more extensive teacher empowerment; the impact of empowering teachers on outcomes for students, teachers, principals, and desired reforms; the obstacles to the use of complex strategies in empowering teachers; and the replication of this study with elementary and high school teacher populations.