Levels of influence on teachers' feelings of empowerment





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Teachers work relentlessly to meet the needs of their students. They also work to meet expectations at national, district, school, and classroom levels. These levels of influence have been found to contribute to teachers' feelings of empowerment. Research in this area has found that the closer in proximity the level is, the stronger its effects, either positively or negatively. This case study allowed two teachers to discuss their feelings about these influences through interviews. Once transcribed, the data provided insights through the voices of teachers. Teacher A indicated feelings of empowerment at the school, classroom, and student levels. Teacher B did not provide evidence of being empowered. The implications of this research are that while national and district influences are more fixed, schools and administrators need to discover ways in which they can empower their faculty.

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