Antecedents of Teacher Empowerment in a Secondary Public School


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This work is intended to identify and describe the antecedents of teacher empowerment in terms of individual and institutional dimension. Individual empowerment consists of three components such as knowledge, value and action. Institutional empowerment consists of clarity of purpose, attitude and behavior, fairness, recognition, communication, management in the workplace and participation. The study utilized descriptive method of research. The data was gathered through a validated questionnaire by Roman (2001) from 90 faculty members and 10 subject coordinators. The data analyzed through mean, t-test, One-way ANOVA, and Step-wise Linear Regression. Knowledge, value and action were strongly felt under individual dimension and clarity of purpose, attitude and behavior, recognition, communication, management in the workplace and participation under institutional dimension while fairness is somewhat felt. Years of service, educational attainment and position are not antecedents of teacher empowerment under individual dimension but in institutional dimension, they are the antecedents of teacher empowerment.


Ronald Ganiban


With a degree of Master of Education-Educational Management at Philippine Normal University/Assistant Professor I at University of Makati/Social Studies Teacher/Teacher III at Gen. Pio Del Pilar National High School/Former Lecturer III at Pamantasan ng Lungsod ng Maynila/Former LET Reviewer/Former Supreme Student Government Adviser.

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Publishing House:

LAP LAMBERT Academic Publishing


Management, teaching, teacher empowerment, secondary public school, individual empowerment

Product category:

EDUCATION / Administration