RELATIONSHIP BETWEEN PRINCIPALS’ DECISION MAKING STYLES AND TEACHER EMPOWERMENT
Abstract
- The purpose of this study was to explore the relationship between principals’ decision making styles and teacher empowerment. The theoretical framework of this study was developed based on Scott and Bruce (1995) and Short and Rinehart (1992). The reliability coefficient (Cronbach’s alpha) was 0.910. Mixed research method (quantitative and qualitative) was used in this study.280 teachers from 8 high schools in Sagaing Township were participated in this study. According to quantitative results, teachers from Sagaing Township answered that their principals most highly practiced “rational” decision making styles (X̅=3.98), followed by “dependent” (X̅=3.50), “spontaneous” (X̅=2.72), “intuitive” (X̅=2.69), and “avoidant” decision making styles (X̅=2.60). And, it was found that teachers from all selected high schools had high empowerment levels (X̅=3.78).Furthermore, it was found that there were significant and positive relationship between principals’ rational decision making styles and teacher empowerment (r=.473, p<0.01), significant and positive relationship between principals’ dependent decision making styles and teacher empowerment (r=.386, p<0.01), significant and low relationship between principals’ spontaneous decision making styles and teacher empowerment (r=.120, p<0.05), significant and low relationship between principals’ intuitive decision making styles and teacher empowerment (r=.164, p<0.01), and no correlation between principals’ avoidant decision making styles and teacher empowerment (r=.086). The results of qualitative data were consistent with the findings of quantitative results. Therefore, based on the results, it can be suggested that the principals should make decisions based on rational reasons and discussion with teachers so that the teachers feel empowered and take responsibilities, which in turn, can directly or indirectly increase school achievement.
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Year
- 2021
Author
-
Yuzana Hlaing
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)