Teacher's Empowerment and School Organizational Climate: Basis for Faculty Development Program

Abstract

INTRODUCTION

Empowerment is defined as the opportunities an individual has for autonomy, choice, responsibility, and participation, in decision making.Thestudy aims to establish the relationship between teacher empowerment and school organizational climate with the conviction that this will result to quality school performance. The final objective is to craft a teacher development program that will develop teacher's empowerment and improve the school organizational climate.

METHODS

The researcher responded to the following sub-questions using the assessments on the school’s organizational climate and on the six subscales of the School Participant Empowerment Scale (Short and Rhinehart). The assessments were focused in the relationship between school's organizational climate and teachers' empowerment. The reseacher used purposive sampling in the selection of the respondents.

RESULTS

Theover-all computed weighted mean was 2.85 with a verbal interpretation of Often Occurs and with an assessment of Very Good. The two (2) areas with lowest mean were institutional vulnerability and collegial leadership. Over-all computed weighted mean of 2.67 with a verbal interpretation of Improved. The highest weighted mean were status and professional growth with an over-all weighted mean of 2.95.The dimension that has the lowest mean was autonomy with an over-all weighted mean of 2.00..

DISCUSSIONS

The study implies that the teachers are not fully given participation in the school's activities; thus, there is a need for improvement in the school's organizational climate. The findings indicated that the teachers were empowered in the sense that they believed that they were good and effective teachers and that they received respect from their colleagues and students. The result on professional growth indicated that teachers' empowerment was provided in terms of training, seminars, and post graduate studies. The two (2) areas with lowest mean were institutional vulnerability and collegial leadership. the highest weighted means for the 6 dimensions were: status and professional growth; while the dimension that has the lowest mean was autonomy. The findings reveal that there was no significant relationship between school's organizational climate and teachers' empowerment; thus, there is enough evidence to reject the null hypothesis. The study recommends faculty development program crafted to improve teachers' empowerment and school organizational climate.