Factors of school leadership that contribute to the empowerment of general and special education and training teachers

Doctoral Dissertation uoadl:1643082 635 Read counter

Unit:
Τομέας Ειδικής Παιδαγωγικής και Ψυχολογίας
Βιβλιοθήκη Δημοτικής Εκπαίδευσης
Deposit date:
2017-06-01
Year:
2017
Author:
KLADIS NIKOLAOS
Dissertation committee:
Πολυχρονοπούλου Σταυρούλα, Καθηγήτρια Πανεπιστημίου Αθηνών,
Επιβλέπουσα,
Γαλανάκη Ευαγγελία, Καθηγήτρια Πανεπιστημίου Αθηνών, Μέλος,
Αντωνίου Αλέξανδρος-Σταμάτιος, Επίκ. Καθηγητής Πανεπιστημίου Αθηνών,
Μέλος,
Μπαμπάλης Θωμάς, Αναπληρ. Καθηγητής ΕΚΠΑ,
Παπαδάτος Ιωάννης, Ομ. Καθηγητής ΕΚΠΑ,
Βουδούρη Αγγελική, Καθηγήτρια ΕΚΠΑ,
Σούλης Σπυρίδων, Αναπληρ. Καθηγητής Πανεπιστημίου Ιωαννίνων
Original Title:
Παράγοντες της σχολικής ηγεσίας που συντελούν στην ενδυνάμωση εκπαιδευτικών γενικής και ειδικής αγωγής και εκπαίδευσης
Languages:
Greek
Translated title:
Factors of school leadership that contribute to the empowerment of general and special education and training teachers
Summary:
The role of the school principal is highly complex and dynamic and therefore requires ongoing
professional development and learning if the principal hopes to lead effectively and respond to the
challenges inherent to school leadership. The purpose of this study is to determine the relationship
between teacher empowerment and school principals as school leaders. Participants in this study were
administered: a) 18 impromptu questions regarding demographics of the sample (e.g. gender, age,
marital status, specialty/educational sector, education level); b) the School Participant Empowerment
Scale (SPES); this scale measures teacher empowerment on six dimensions: decision making;
professional growth; status; self-efficacy; autonomy; and impact (Hobbs & Moreland, 2009. Short &
Rinehart, 1992); c) the Inventory of Principals’ Characteristics that Contribute to Teacher
Empowerment (IPCCTE), (Blase & Blase, 2001). The third part of the questionnaire consisted of three
questions open-ended regarding characteristics of school principals that teachers consider that
promoting their empowerment; d) the Managerial Practices Survey (Yukl, 2012). It includes 60
leadership behaviors and practices of managers, initially classified in 15 different groups administrative
practices: clarification, design, monitoring jobs, troubleshooting, support, development of the skills of
the members, recognition project, empowerment, advocacy for change, vision, encouraging innovation,
facilitate collective learning, networking, control external conditions and representation and then in four
meta-categories of leadership: leadership oriented work, leadership oriented relations, leadership
oriented change and external leadership. The questionnaire were distributed to educators (mostly
teachers) of primary education by general schools and special education from 13 regions divided the
greek territory. The response rate for this study was 683 participants. The findings indicated a high
degree of agreement of all educators as to six dimensions of school empowerment.
Main subject category:
Education
Other subject categories:
Special education
Keywords:
teacher empowerment, school principal, school leadership, decision making, professional
growth, status, self-efficacy, autonomy, impact
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
525
Number of pages:
379
File:
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