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Growth of Empowerment in Career Science Teachers: Implications for Professional Development

Growth of Empowerment in Career Science Teachers: Implications for Professional Development. Presented at the American Educational Research Association Annual Conference, March 26, 2008 Mary Hobbs, Ph.D. University of Texas at Austin Graduate Research Assistant: Amy Moreland.

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Growth of Empowerment in Career Science Teachers: Implications for Professional Development

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  1. Growth of Empowerment in Career Science Teachers: Implications for Professional Development Presented at the American Educational Research Association Annual Conference, March 26, 2008 Mary Hobbs, Ph.D. University of Texas at Austin Graduate Research Assistant: Amy Moreland

  2. Purpose of the Study • The purpose is to study how teachers’ perceptions of their empowerment, as defined by six elements presented by Short (1992), change as a result of key events during their careers. • Furthermore, the research looks at the interactions of these key events and searches for patterns and structures.

  3. Definition of Empowerment The opportunity and confidence to act upon one’s ideas and to influence the way one performs in one’s profession. - Melenyzer (1990)

  4. Six Dimensions of Teacher Empowerment- Short (1992) • Autonomy • Decision Making • Impact • Professional Growth • Self-efficacy • Status

  5. Methodology • The teachers begin by telling their stories and drawing a behavior over time graph which chronicles their experiences of empowerment • Subsequently each constructs an overlay graph showing his/her perceptions of experiences with the dimensions of empowerment

  6. Sample Empowerment Graph

  7. The Empowerment Cycle

  8. Phase 1: Initiating Empowerment • Phase 2: Increasing Empowerment • Phase 3: Sustaining Empowerment Model: Phases of Empowerment

  9. Phase 1: Initiating Empowerment • Struggling with lack of preparation yet growing in confidence • Learning what to teach and how to teach it

  10. Phase 2: Increasing Empowerment • Increasing awareness of professional development opportunities • Growing feelings of self-efficacy are supported by real evidence of student success • Being challenged by the Teaching Context - students, principals, and working conditions • Experiencing involvement in decision-making groups

  11. Phase 3: Sustaining Empowerment • Appreciating learning as a lifelong process • Being admired and respected • Making connections to organized groups • Impacting education on the campus & off • Redefining self-efficacy

  12. Implications of the Study The most effective professional development offerings would target teacher needs and interests as influenced by the three phases.

  13. Researcher Contact Information Mary E. Hobbs, Ph.D. Coordinator for Science Initiatives Texas Regional Collaboratives University of Texas at Austin maryhobbs@mail.utexas.edu James P. Barufaldi, Ph.D. Principal Investigator Texas Regional Collaboratives University of Texas at Austin jamesb@mail.utexas.edu Amy L. Moreland, M.S. Graduate Research Assistant University of Texas at Austin amy_moreland@mail.utexas.edu

  14. Atlas TI Qualitative Research Analysis (screenshot)

  15. Coded Critical Events

  16. Coded Critical Events

  17. Coded Critical Events

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