Term of Award

Spring 2012

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Linda M. Arthur

Committee Member 1

Paul Brinson

Committee Member 2

Barbara Mallory

Abstract

The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant Empowerment Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making; professional growth; status; self-efficacy; autonomy; and impact (Martin Crossland, & Johnson, 2001). The participants' mean score of the 2010-2011 Criterion Referenced Competency Test scores (CRCT) were used as a measure of student achievement. The SPES were distributed to teachers in five middle schools in one school district in Georgia. The response rate for this study was 85.2 percent. A Pearson Correlation was computed to determine the relationship between teacher empowerment and student achievement. A Pearson Correlation was also computed to determine the relationship between each of the six subscales and student achievement. The findings indicated no correlation between teacher empowerment and student achievement and only a slight statistically significant correlation between status (one of the six dimensions of teacher empowerment) and student achievement.

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