The relationship between administrative actions and teacher empowerment in a local education agency that has been appointed a receiver or trustee

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dc.contributor.advisorCharron, Nancy
dc.contributor.authorMoschetto, Raymond L.
dc.contributor.committeeMemberLindley-Soucy, Mary Kim
dc.contributor.committeeMemberBenner, Denise
dc.date.accessioned2019-06-16T18:22:14Z
dc.date.available2019-06-16T18:22:14Z
dc.date.issued2018
dc.description.abstractThis qualitative, case study aimed to better understand teachers’ perceived empowerment, when working in a Local Education Agency that was placed on an improvement plan by its governing State Education Agency and resulted in the appointment of an assigned receiver to serve as head of the Local Education Agency. The need for this study is rooted in the changes of growing expectations for schools to meet adequate yearly progress and the impact that these changes have on teacher empowerment. In order to better understand teacher empowerment in a Local Education Agency that was placed on an improvement plan, Lee and Nie’s (2014) Theoretical Framework of Teacher Empowerment was applied. The study included five teachers from four different schools in same Local Education Agency that was placed on an improvement plan and assigned a receiver to serve as the superintendent and school committee. All teachers had been employed in their school for three or more years. Data was collected through two surveys, one focus group, individual interviews, review of documents, and member checking. Findings indicate that principals’ empowering behaviors directly impact teacher empowerment. Additional findings indicate that the Local Education Agency’s improvement plan and receivership indirectly impacted teacher empowerment through principals’ empowering behaviors. The researcher recommends that principals and Local Education Agency administrators evaluate principals’ empowering behaviors to identify ways of increasing teacher empowerment, as previous research found that teacher empowerment results in job satisfaction, organizational commitment, and professional commitment. (Author abstract)en_US
dc.description.bibliographicCitationMoschetto, R.L. (2018). The relationship between administrative actions and teacher empowerment in a local education agency that has been appointed an assigned receiver or trustee. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.degreeDoctor of Philosophy (Ph.D.)en_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-2ben_US
dc.identifier.urihttps://hdl.handle.net/10474/3521
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire Universityen_US
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderMoschetto, Raymond L.
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.othereducational administrationen_US
dc.subject.otherelementary educationen_US
dc.subject.othermiddle school educationen_US
dc.subject.otherempowering behaviorsen_US
dc.subject.otherpsychological empowermenten_US
dc.subject.otherteacher empowermenten_US
dc.titleThe relationship between administrative actions and teacher empowerment in a local education agency that has been appointed a receiver or trusteeen_US
dc.typeDissertationen_US

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