THE ART OF EMPOWERMENT: CAPTURING THE REFLECTIONS OF EDUCATORS’ PERSONAL JOURNEY

Jayrose Lyn S. Cosico, Lyndon A. Quines

Abstract


This qualitative multiple-case study explored the experience of teachers in their employment as public school teachers of Silway-8 Elementary School in Polomolok 4 District. Six informants were chosen to participate in the in-depth interview so that the various perspectives of the carefully selected informants could be learned. Under the promise of anonymity and confidentiality, they were made to sign informed consent forms. The interview results were translated and transcribed to create themes. The study found eleven things about teachers feeling empowered: liberty, personal satisfaction, setbacks, independence, fulfillment, limitations, autonomy, empowerment, constraints, gratification, and obstruction were the challenges that teachers faced. Furthermore, the study explored how teachers coped with challenges, which revealed eight themes: internal influences, external influences, preparedness, engagement, proactive, collaborative, personal factors, and vigilantism. Moreover, based on the participant insights, teacher empowerment is achieved through professional development, incentives, progression, efficiency, personal enrichment, extrinsic factors, personal growth, and motivation. The research emphasized the importance of ongoing learning and career advancement, revealing motivating factors influencing teacher satisfaction. Overall, teacher empowerment involved a blend of autonomy, intrinsic joy, and the resilience needed to address challenges; it provided a concise yet thorough understanding of the challenges faced by teachers and their holistic empowerment strategies.

 

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educational management, qualitative approach, multiple case study, teacher’s empowerment, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i6.6053

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