ERIC Number: EJ1435158
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-1229
EISSN: EISSN-1750-1237
Available Date: N/A
The Effect of Empowerment on English Language Teachers' Commitment to Schools: The Mediation of Teachers' Attitudes towards Curriculum Reform
Azzeddine Boudouaia; Khalil Miqdad; Abdo Hasan AL-Qadri; Nadia Saraa; Souheila Belmamoune; Timothy Bariu Ntorukiri; Yang Xingfang; Mohammed Oda Abunamous; Mokhtar Mouissi
Innovation in Language Learning and Teaching, v18 n4 p316-331 2024
The current study aimed to examine the effect of empowerment on English language teachers' commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers' attitudes towards curriculum reform on the relationship between the teacher's empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers' empowerment questionnaire model of Yin et al. (2013. "The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy." "Educational Studies" 39 (1): 13-28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers' empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers' attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important.
Descriptors: Language Teachers, Teacher Empowerment, Second Language Instruction, Teacher Attitudes, Educational Change, Curriculum Development, English (Second Language), Foreign Countries, Middle School Teachers, Teacher Role, Job Satisfaction, Self Efficacy, Attitude Measures, Trust (Psychology), Second Language Learning
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Algeria
Grant or Contract Numbers: N/A
Author Affiliations: N/A