School Leader Empowering Behaviors and Teacher Empowerment

Abstract

The term empowerment is present in international schools' mission and vision statements. Structural and psychological empowerment lead to increased creativity, change resilience, work commitment, job satisfaction, and retention. School leader empowering behaviors are needed to enact the empowerment structures in organizations. The SLEB, CWEQ-II, and PEM instruments with high reliability were used to measure the school leader empowering behaviors, structural and psychological empowerment in a quantitative correlation study with 127 international school teachers from different geographical regions. The point-biserial Pearson test was used to analyze the collected data. A strong correlation between school leader empowering behaviors and structural empowerment was identified (r=.71) with high statistical significance (p<.001). The findings can inform international school leaders' actions to enact latent empowerment structures in schools.