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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- The purpose of this study was to investigate if there were any significant differences in the perceived level of teacher empowerment at charter schools operated by educational management organizations (EMOs) as compared to charter schools operated independently of EMOs. A mixed method research design was used to collect both quantitative and qualitative data. The researcher deemed the collection and analyses of quantitative data as primacy to the study and the results of the qualitative data served to complement the quantitative data by providing clarity to specific contexts, experiences, and realities of the phenomenon of charter schoolteachers’ perceptions of their level of empowerment at their school. Charter schools were established as a result of legislation enacted by the Florida State Legislature in 1996 under Section 1002.33, Charter Schools, F. S. One of the purposes of this legislation was to create new professional opportunities for teachers, including ownership of the learning program at the school. These opportunities were aligned with teachers’ levels of empowerment. The levels of empowerment exercised and experienced by teachers often measured teacher autonomy and/or job satisfaction. The teachers’ perceived levels of empowerment were measured using an objective survey, the School Participant Empowerment Scale. The subjective data were collected via face-to-face interviews with the researcher and 12 selected charter school third and/or fourth grade teachers; six teachers worked at charter schools managed by an EMO and six worked at charter schools managed independently of an EMO. Questions were based on Thomas and Velthouse’s cognitive model of intrinsic motivation. This study was conducted using a five-phase design model, where the researcher (a) obtained permission from instructional leaders (principals), (b) obtained permission from charter schoolteachers and distributed surveys to collect demographic and quantitative data, (c) secured and reviewed school site operational documents, (d) collected qualitative data via face-to-face interviews with third and/or fourth grade charter school teachers, and (e) conducted a comprehensive review and analyses of data and research findings. The results of the quantitative data analyzed were consistent with the results of the analyzed qualitative data. Statistical significance differences of the objective data were determined at the .05 level. The subjective data resulted in four core themes and six sub-themes. This study revealed that the management model had no impact on charter schoolteachers’ levels of empowerment. The management model appeared to have been a seamless entity that operated behind the scenes rather than in the forefront of teachers’ areas of responsibilities.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2007.
- Bibliography:
- Includes bibliographical references (leaves 150-158).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Helen Holt. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB2806.36.H6 2007_HoltHelen ( BU-Local )
- Classification:
- LB2806.36.H6 2007 ( lcc )
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