Empowering teachers during an administrative walk-through initiative at a turnaround school

Cardinal Scholar

Show simple item record

dc.contributor.advisor Quick, Marilynn M.
dc.contributor.author Reynolds, Charles (Charles Edward)
dc.date.accessioned 2017-05-08T12:35:44Z
dc.date.available 2017-05-08T12:35:44Z
dc.date.issued 2017-05-06
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/200683
dc.description.abstract The primary focus of this exploratory research was to gain insight on teacher empowerment during the implementation of a new administrative walk-through initiative. The rollout and completion of the walk-through process occurred at two high-poverty urban secondary schools that were involved in a turnaround process. Administrative walk-throughs appear to be in direct opposition to teacher empowerment because of the authoritative connotations of administrative observations and the delegation of authority that is associated with teacher empowerment. However, these two concepts share key attributes that could improve teacher empowerment and school turnaround. Administrative walk-throughs can be used to support collaboration, instructional decision-making, and professional reflection on pedagogy. The quantitative data was collected from the responses from the pre- post-Teacher Empowering Leading and Learning (TELL) survey. The TELL survey was organized in seven core constructs to gain valuable documentation and insight of how educators view critical teaching and learning conditions and their sense of empowerment. Qualitative data were gathered from interviews following the completion of the end-of-the-year TELL survey. The results of this study provided evidence that the establishment of a walk-through initiative has a positive effect on teachers’ sense of empowerment. The immediate, non-evaluative feedback from the walk-through may facilitate professional reflection, collaboration, and allow for teacher input about instructional decisions. en_US
dc.description.sponsorship Department of Educational Leadership
dc.subject.lcsh Employee empowerment.
dc.subject.lcsh Teachers -- United States -- Attitudes.
dc.subject.lcsh Observation (Educational method)
dc.subject.lcsh Teacher-principal relationships -- United States.
dc.subject.lcsh Educational change -- United States.
dc.title Empowering teachers during an administrative walk-through initiative at a turnaround school en_US
dc.title.alternative Teacher empowerment via administrative walk-throughs
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1846363


Files in this item

This item appears in the following Collection(s)

  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account