Abstract
Purpose. The purpose of this study is to examine the use of strategies employed by elementary school principals that empower teachers and the extent to which teachers perceive themselves as empowered by the use of those strategies. Methodology. Using descriptive research, the population for the study included 78 elementary school principals with grades kindergarten through sixth and their respective teachers in Orange County, California. Locator surveys were addressed to the principals to report whether they used empowerment strategies. Those principals indicating a strong preference for empowerment strategies were sent 10 teacher surveys to distribute and collect from the teachers on their staffs. Forty-four, or 56 percent of the principals and their teachers completed the entire process. Findings. (1) Eighty percent of the principals perceived themselves as using most of the listed strategies, extensively; (2) eighty-seven percent of the teachers stated a moderate to extensive opportunity to be involved with empowerment strategies at their schools; (3) the highest correlations occurred between teachers feeling empowered and teachers being recognized by principal for accomplishments and skills (.66) and sharing ideas and opinions (.58); and (4) there was one significant difference between male and female principals favoring female principals in the area of teacher involvement in decision making. Conclusions. (1) Principals perceive empowerment as a necessary element in their leadership repertoire; (2) teachers believe they have the opportunity to be involved in most empowering activities to a moderately high degree; (3) teachers' degree of satisfaction and their level of involvement parallel one another, and are related; (4) the activities and behaviors in which teachers appear to be most involved are more easily used and accepted; (5) the activities in which teachers are reportedly less involved, appear to cause conflict; (6) a significant relationship exists between teachers' opportunities to be recognized for their accomplishments, to share ideas with others, and to be consulted with the principal about work assignments, and the overall perception of empowerment; (7) female principals use more empowering strategies when involving others in decision making. Recommendations. (1) Principals need to view conflict as an inherent part of teacher empowerment; (2) teachers need to accept responsibility and accountability for increased empowerment, such as hiring new personnel or developing a budget; and (3) principals and teachers need to deal with ambiguity, conflict, and differences of opinion when they arise.