Effect of Demographic Variables of University Teachers on their Perceived Teacher Empowerment

Abstract

Teacher Empowerment (TE) is not a broadly investigated idea in Educational studies, therefore, this concept is still under examination and indefinable as ever. It is a vibrant component of effective management in universities. The current research is an endeavor to examine the Teacher Empowerment as perceived by the teachers working in Universities by taking into consideration the demographic variables (Gender, Qualification, experience, Rank and type of job). The study was an action research and descriptive in nature which aimed to determine the current status of teacher empowerment as perceived by the teachers working in universities of the Punjab Province, Pakistan. A survey of 415 respondents was carried out in this regard. The sample was consisted of male and female teachers working in 7 general type universities of the Punjab. The instrument used to collect data was “School Participants Empowerment Scale” SPES (Short and Rinehart, 1992), a scale containing 38 items with five point Likert scale, divided into Six dimensions of empowerment i.e. “Decision Making, Professional Growth, Status, Self-Efficacy, Autonomy and Impact”. Descriptive and Inferential Statistics including, mean, t-test, correlation and ANOVA were applied to analyze the data. Results of the study showed that teachers have a highly perceived empowerment. The difference of mean exists based on demographic variables except qualification.