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Teacher Empowerment in Secondary Schools: A Case Study in Malaysia

:	Ee Kuan Boey
:	Teacher Empowerment in Secondary Schools: A Case Study in Malaysia
:	Herbert Utz Verlag
:	9783831609703
:	1
:	CHF 20.40
:

:	Gesellschaft
:	English

:	185
:	DRM
:	PC/MAC/eReader/Tablet
:	PDF

The main purpose of this study is to seek the answer to the question of teacher effectiveness through teacher empowerment in secondary schools in Malaysia. This present study consists of two parts. The first part focuses on the demographic variables of the teachers toward their perception of empowerment and the second part of the study focuses on the relationship between teacher empowerment, commitment and satisfaction of teachers in the secondary schools in Malaysia. It examines which of the teacher empowerment subscales can best predict the teacher satisfaction and commitment outcomes. The data were collected through questionnaires returned by a sample of 1090 teachers from 67 secondary schools in 3 states in Malaysia. These states were Melaka, Selangor and Putrajaya. Results from the first part of the study shows that there were significant differences in the demographic variables such as school and teachers characteristics towards their perception of the teacher empowerment. Overall, it shows that decision making which has been specifically extra emphasized by the Ministry of Education in Malaysia was the lowest in the teacher empowerment dimensions. Status was the highest reported in this study followed by self-efficacy, professional growth, impact and autonomy. As for the second part of the study, Pearson Correlation and Multiple Regression Analyses indicated that teachers’ perceptions of their level of empowerment are significantly related to their feelings of commitment and satisfaction. Among the six subscales of teacher empowerment, professional growth and status were the only subscales that were significant predictors of the teachers’ commitment and satisfaction. Finally, three intervention levels are suggested in this study with each level targeting at teachers, principals and the education department in Malaysia to elevate the teachers’ perception in all of the six dimensions of teacher empowerment.

	Vorwort	6
	AKNOWLEDGEMENT	8
	ABSTRACT	9
	Kurzfassung	10
	CONTENT	11
	LIST OF TABLES	17
	LIST OF FIGURES	18
	CHAPTER I INTRODUCTION	20
	1.0 Introduction	20
	1.1 Teacher Empowerment	20
	1.2 Study Context	22
	1.3 The Importance of the Topic	22
	1.4 Purpose of the Research	24
	1.5 Research questions	24
	CHAPTER II LITERATURE RESEARCH	25
	2.1 The Constructs of Power and Empowerment	26
	2.1.1 Empowerment as a Relational Construct	26
	2.1.2 Empowerment as a Motivational Construct	27
	2.2 Theoretical Framework of Teacher Empowerment	28
	2.2.1 Social Structural Empowerment	29
	2.2.2 Psychological Empowerment	30
	2.2.3 Social Structural and Psychological Perspective Link	31
	2.3 Theories of Empowerment	32
	2.3.1 Theory X and Theory Y	32
	2.3.2 Herzberg’s Two-Factor Theory	36
	2.3.3 Self Efficacy Theory	38
	2.3.4 Maslow Hierarchy of Needs	41
	2.3.5 Integration of Teacher Empowerment and Theories	47
	2.4 Teacher Empowerment	47
	2.4.1 Decision Making	48
	2.4.2 Professional Growth	49
	2.4.3 Status	50
	2.4.4. Self-Efficacy	50
	2.4.5. Autonomy	51
	2.4.6 Impact	52
	2.5 Job Satisfaction	52
	2.6 Teacher Commitment	54
	2.7 Research Questions and Central Hypotheses	56
	2.7.1 School Reform and Teacher Empowerment	56
	2.7.2 Teacher Empowerment and Demographic Variables	62
	2.7.3. Teacher Empowerment, Commitment and Satisfaction	64
	2.7.4 Teacher Empowerment and Commitment	64
	2.7.5 Teacher Empowerment and Satisfaction	69
	CHAPTER III METHODOLOGY	76
	3.0 Introduction	76
	3.1 Research Design	76
	3.2 Population and Sample	77
	3.3 Description of Respondents	78
	3.4 School System in Malaysia	85
	3.5 Main Variables	87
	3.6 Instrumentation	88
	3.7 Data Analysis	89
	3.8 Procedures	90
	CHAPTER IV RESULTS	90
	92	90
	4.0 Introduction	92
	4.1 Descriptive Statistics for Teacher Empowerment	92
	4.2 Descriptive Statistic of Empowerment Subscales and Demographic Variables	93
	4.3 Correlation of Teacher Empowerment Subscales, Commitment and Satisfaction	101
	4.3.1 There is a positive Correlation between Empowerment Subscales and Commitment	103
	4.3.2 There is a positive Correlation between Empowerment Subscales and Satisfaction	105
	4.4 Multiple Regression Analysis of the Empowerment, Commitment and Satisfaction	105
	4.4.1 Teacher Empowerment and Commitment Subscales	105
	4.4.2 Teacher Empowerment and Satisfaction Subscales	106
	4.5 Discussion of the Results	107
	4.6 Teacher Empowerment and School Reform 1992	107
	4.7 Teacher Empowerment and Demographic Variables	113
	4.8 Teacher Empowerment, Commitment and Satisfaction	121
	4.9 Summary of the Overall Findings	127
	CHAPTER V IMPLEMENTATION	127
	130	127
	5.0 Introduction	130
	5.1 Implication of the Study	130
	5.2 Implementation of Teacher Empowerment in Malaysia (Specific Approach)	134
	5.2.1 Intervention I	135
	5.2.2 Intervention II	137
	5.2.3 Intervention III	143
	5.3 Limitations of Study	145
	5.4 Future Research	146
	5.5 Conclusion	146
	References	148
	APPENDIX 1 Research Questionnaire for the Study	165
	APPENDIX 2 School List and Time Schedule for the Study	171
	APPENDIX 3 Multiple Regression Analysis of Teacher Empowerment and Commitment	174
	APPENDIX 4 Official Documents for the Study	180