DOCUMENT RESUME ED 400 254 SP 036 984 AUTHOR Klecker, Beverly; Loadman, William E. TITLE Exploring the Relationship between Teacher Empowerment and Teacher Job Satisfaction. PUB DATE Oct 96 NOTE 25p.; Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 5, 1996). PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS *Classroom Environment; Correlation; Educational Change; Elementary Secondary Education; *Job Satisfaction; Public Schools; Public School Teachers; School Restructuring; *Teacher Attitudes; *Teacher Empowerment; *Teaching Conditions IDENTIFIERS Ohio; Venture Capital Schools OH ABSTRACT The assumption that as teacher empowerment increases in restructuring schools teacher job satisfaction will increase was explored in a study using a large sample of classroom teachers working in schools initiating self-designed restructuring efforts. Study participants were 10,544 classroom teachers working in 307 Venture Capital Schools funded to implement restructuring by the state legislature in Ohio. Six dimensions of teacher empowerment were measured: decision-making, professional growth, status, self-efficacy, autonomy, and impact. Teacher job satisfaction measured teachers' satisfaction with salary, opportunities for advancement, degree of challenge of the job, autonomy, general working conditions, interaction with colleagues, and interaction with students. Analysis of the data revealed room for growth in both empowerment and job satisfaction. A high positive linear correlation was found between teacher empowerment and teacher job satisfaction; the common variance was 49 percent. Although a high correlation between the two constructs was found in this study, at least half of the variance in teacher job satisfaction was not explained by teacher empowerment. Results of the study suggested that in depth, within school, qualitative studies of teachers' dissatisfaction with overall working conditions may be the best place for Venture Capital School planning teams to focus their restructuring efforts. Contains 31 references. (ND) ****************, . c************************************************ Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
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DOCUMENT RESUME
ED 400 254 SP 036 984
AUTHOR Klecker, Beverly; Loadman, William E.TITLE Exploring the Relationship between Teacher
Empowerment and Teacher Job Satisfaction.PUB DATE Oct 96NOTE 25p.; Paper presented at the Annual Meeting of the
Mid-Western Educational Research Association(Chicago, IL, October 5, 1996).
PUB TYPE Reports Research/Technical (143)Speeches /Conference Papers (150)
EDRS PRICE MFO1 /PCO1 Plus Postage.DESCRIPTORS *Classroom Environment; Correlation; Educational
Change; Elementary Secondary Education; *JobSatisfaction; Public Schools; Public School Teachers;School Restructuring; *Teacher Attitudes; *TeacherEmpowerment; *Teaching Conditions
IDENTIFIERS Ohio; Venture Capital Schools OH
ABSTRACTThe assumption that as teacher empowerment increases
in restructuring schools teacher job satisfaction will increase wasexplored in a study using a large sample of classroom teachersworking in schools initiating self-designed restructuring efforts.Study participants were 10,544 classroom teachers working in 307Venture Capital Schools funded to implement restructuring by thestate legislature in Ohio. Six dimensions of teacher empowerment weremeasured: decision-making, professional growth, status,self-efficacy, autonomy, and impact. Teacher job satisfactionmeasured teachers' satisfaction with salary, opportunities foradvancement, degree of challenge of the job, autonomy, generalworking conditions, interaction with colleagues, and interaction withstudents. Analysis of the data revealed room for growth in bothempowerment and job satisfaction. A high positive linear correlationwas found between teacher empowerment and teacher job satisfaction;the common variance was 49 percent. Although a high correlationbetween the two constructs was found in this study, at least half ofthe variance in teacher job satisfaction was not explained by teacherempowerment. Results of the study suggested that in depth, withinschool, qualitative studies of teachers' dissatisfaction with overallworking conditions may be the best place for Venture Capital Schoolplanning teams to focus their restructuring efforts. Contains 31references. (ND)
contributions of the identified dimensions of teacher empowerment.
While this exploration was statistically possible, through a Hierarchical
Analysis (Cohen & Cohen, 1983), the interpretation of such an analysis
would contribute little useful information.
CONCLUSIONS
The 4084 classroom teachers from 180 Venture Captial Schools
in Ohio in the initial stages of restructuring self-rated their overall
empowerment on the School Participant Empowerment Scale (Short &
Rinehart, 1992b) between the neutral midpoint and the "agree" point of
a five-point rating scale. Job satisfaction was rated by 4073 of the
teachers using the National Follow-up Survey of Teacher Education
Graduates Job Satisfaction Subscale (Freeman, Loadman, and
Kennedy, 1991) with a total subscale mean of 5.00 on the 7-point scale
(1=very unsatisfactory; 7=very satisfactory). Clearly, there is room for
growth on both variables and the restructuring initiatives continue.
A high positive linear correlation (r=.70, p<.001) was found between
teacher empowerment and teacher job satisfaction. The common
variance was 49%. Although a high correlation between the two
18
TEACHER EMPOWERMENT 17
constructs was found in this study, at least half (50%) of the variance in
teacher job satisfaction was not explained by teacher empowerment. In
depth, within-school, qualitative studies of teachers' dissatisfaction with
"overall working conditions" may be the best place for Venture Capital
School planning teams to focus their restructuring efforts.
TEACHER EMPOWERMENT 18
LIST OF REFERENCES
Brookhart, S., Loadman, W., & Freeman, D. (1989). Nationaldatabase for preservice teacher education follow-up studies: Surveyinstrument content review. College of Education, The Ohio StateUniversity, Columbus.
Cohen & Cohen. (1983). Applied multiple regression/correlationanalysis in the behavioral sciences. (2nd edition). Hillsdale, NJ:Lawrence Erlbaum Associates.
Comer, J. P. (1993). A brief history and summary of the schooldevelopment program. unpublished manuscript, Yale Child StudyCenter, Yale University.
Freeman, D., Loadman, W., & Kennedy, M. (1991). The nationalfollow-up survey for teacher education graduates. Columbus, OH: TheOffice of the National Database.
Fullan, M. (1993). Change forces. New York: The FlamerPress.
Griffin, G. (1991). Toward a community of learning: Thepreparation and continuing education of teachers. East Lansing, MI:The Holmes Group.
Harris, L., Kazay, G., & Lienchenko, M. (1991). The metropolitanlife survey of the American teacher 1991 the first year: New teachers'expectations and ideals. New York: Metropolitan Life Insurance Co.
Harris, L. (1992). The metropolitan life survey of the Americanteacher 1992 the second year: New teachers' expectations and ideals.New York: Metropolitan Life Insurance Co.
The Holmes Group. (1986). Tomorrow's teachers: A report ofthe Holmes Group. East Lansing, MI: The Holmes Group.
The Holmes Group. (1990). Tomorrow's school: Principles forthe design of professional development schools. East Lansing, MI: TheHolmes Group.
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TEACHER EMPOWERMENT 19
Klecker, B., & Loadman, W. E. (1995). Using a metaphor toincrease survey return rates. Paper presented at Evaluation '95,Vancouver, B. C., Canada.
Klecker, B., & Loadman, W. E. (1996). An analysis of the schoolparticipant empowerment scale based on data from 4,091 teachers in183 restructuring schools. Paper presented at the annual' meeting ofthe American Educational Research Association, New York, NY.
Kushman, J. (1992). The organizational dynamics of teacherworkplace commitment: A study of urban elementary and middleschools. Educational Administration Quarterly, 28 (1), 5-42.
Lichtenstein, G., McLaughlin, M,,and Knudsen, J. (1991).Teacher empowerment and professional knowledge. CPRE ResearchReport Series. New Brunswick, NJ: Consortium for Policy Research inEducation.
Lieberman, A., & Miller, L. (1990). Restructuring schools: Whatmatters and what works, Phi Delta Kappan, 71, 759-764.
Lightfoot, S. L. (1986). On goodness of schools: Themes ofempowerment. Peabody Journal of Education, 63 (3), 9-28.
Loadman, W. E., & Klecker, B. (1993). The national databasefollow-up for teacher education graduates: annual report 1993.Columbus, OH: The National Database Office, The Ohio StateUniversity.
Maeroff, G. I. (1988). A blueprint-for empowering teachers. PhiDelta Kappan, 69 (71), 472-477.
Morris, V. G., & Nunnery, J. A. (1993). Teacher empowermentin a professional development school collaborative: Pilot assessment.Technical Report 931101, Memphis, TN: Center for Research inEducational Policy, College of Education, Memphis State University.
Ohio Department of Education. (July, 1993). Ohio's commitmentto school renewal. Columbus, OH: Author.
Rinehart, J. S., & Short, P. M. (1993). Job satisfaction andempowerment among teacher leaders, reading recovery teachers, andregular classroom teachers. Paper presented at the Annual Meeting ofthe American Educational Research Association, Atlanta, GA.
TEACHER EMPOWERMENT 20
Sarason, S. B. (1992). The predictable failure of educationalreform: Can we change course before it's too late? San Francisco:Jossey-Bass.
Shin, H., & Reyes, P. (1991). Teacher commitment and jobsatisfaction: Which comes first. Paper presented at the Annual Meetingof the American Educational Research- Association, Chicago, II.
Short, P. M. (1991). Dimensions of teacher empowerment.Pennsylvania State University, Program in Educational Administration.(ERIC Document Reproduction Service No. 338614).
Short, P. M., & Rinehart, J. S. (1992a). School participantempowerment scale: Assessment of level of empowerment within theschool environment. Educational and Psychological Measurement 52,951-961.
Short, P. M., & Rinehart, J. S. (1992b). The school participantempowerment scale. Lexington, KY: Authors.
Sizer, T. R. (1992). Horace's.school. Boston: Houghton, Mifflin.
Snyder & Hoffman. (1984). Digest of educational statistics.Washington, DC: U. S. Department of Education.
Sprague, J. (1992). Critical perspectives on teacherempowerment. Communication in Education, 41 (4), 181-203.
Timar, T. B., & Kirp, D. L. (1989). Education reform in the1980's: Lessons from the states. Phi Delta Kappan, 71, 504-51
White, P. A. (1992). Teacher empowerment under "ideal"school-site autonomy. Educational Evaluation and Policy Analysis, 14,69-82.
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TEACHER EMPOWERMENT 21
Table 1. Means and Standard Deviations of Classroom Teachers' Responses tothe School Participant Empowerment Scale
NAutonomy Total
Prof. Self- Decision in ScaleStatus Growth Efficacy Making Impact Scheduling 386 Items 4 Items 12 Items 8 Items 5 Items 3 Items Items
Note: Scale range = 1-5 1=strongly disagree 5=strongly agreeTop number in cell= mean bottom number in cell= std. dev.
Table 2.
TEACHER EMPOWERMENT 22
Means and Standard Deviations of Classroom Teachers' Responsesto the National Follow-up Survey of Teacher Education Graduates JobSatisfaction Subscale
Variable N Mean Std Dev
SALARY 4067 4.71 1.38
ADVANCE 4065 4.93 1.43
CHALLENG 4058 5.39 1.17
AUTONOMY 4055 4.52 1.42
WKCOND 4065 4.46 1.52
COLLEAG 4073 5.18 1.33
STUDENT 4071 5.83 1.03
Total Scale 4069 5.00 0.90
Note: Scale range: 1=very negative to 7=very positive
24
Table 3
TEACHER EMPOWERMENT 23
Simple Correlations Among the School Participant Empowerment Scale-6 Subscales and Total Score--and the National Follow-up Survey ofTeacher Education Graduates Job Satisfaction Subscale
Status
Prof.Growth
Self-Efficacy
DecisionMaking
Impact
Auto. inSched.
TotalSPES
JobSatisfact.Subscale
Status
1.000
0.570
0.604
0.574
0.698
0.373
0.803
0.606
Prof. Self- DecisionGrowth Efficacy Making
1.000
0.612 1.000
0.419 0.471 1.000
0.531 0.518 0.637
0.284 0.328 0.510
0.722 0.830 0.783
0.522 0.506 0.513
Autonomy Totalin SPES
Impact Scheduling Scale
1.000
0.465 1.000
0.799 0.603 1.000
0.560 0.393 0.699
JobSatisfactionSubscale
1.000
N=4068
I.
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