Designing a teacher empowerment
Subject Areas : EducationMuthana hassan 1 , عباداله احمدی 2 , Haidar muhsen salman Al-shuwaili 3 , کبری امامی 4
1 - PhD student in Educational administration, Es. C., Islamic Azad University, Isfahan, Iran
2 - Department of Educational administration, Marv.C., Islamic Azad University, Marvdasht, Iran
3 - Department of Educational Sciences, Dhi Qar University
4 - Department of Educational Sciences, Es. C., Islamic Azad University, Isfahan, Iran
Keywords: Empoverment, Model , Teacher, Improovment,
Abstract :
Introduction and Objective: The present study aimed to design a teacher empowerment model using thematic analysis (Autumn 2024).
Research Methodology: This study employed a qualitative research approach, utilizing semi-structured interviews (M: 31.75 ± 5.67) and credible texts for data collection. The sample size reached theoretical saturation at 20 academic experts in leadership, as well as education administrators and teachers, who were selected purposefully. The qualitative software MAXQDA-2020 was used for data analysis, following the thematic analysis approach based on the Attride-Stirling (2011) method.
Findings: The results indicated that the teacher empowerment model comprises six dimensions: self-efficacy (covering components such as mastery experiences, self-regulation, self-reflection, and vicarious learning), participatory decision-making (including group decision-making, team-building, and delegation of authority), instructional design (encompassing multimedia production, educational assessment, lesson planning, content analysis, and content development), psychological empowerment (covering competence development, autonomy, influence, and trust), professional development (including foresight, improvement of methods and classroom management, creative thinking, and professional knowledge development), and digitalization (comprising artificial intelligence, digital content, and media literacy). In total, 23 components were identified. The validity of the identified components was assessed and confirmed using Guba and Lincoln’s four-criteria framework, and the model’s reliability was validated through a focus group.
Discussion and Conclusion: Based on the findings, attention to the identified indicators in this study can serve as a valuable guideline for education stakeholders in enhancing teacher effectiveness.
