TEACHER EMPOWERMENT OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR GENDER, QUALIFICATION AND TYPE OF INSTITUTION

Abstract

Teachers empowerment refers to the process of enhancing the authority, skills and confidence of the educators in the field of education. . It involves granting teachers the authority and resources they need to excel in their roles. Teachers are the central character in the schools. They are known as the maker or builder of society. So it is necessary that teachers should be empowered. An empowered teacher can mold and change the mind and life of the students. Teacher empowerment can lead to improved student outcomes, and highlights the significance of empowering teachers and the positive impact it can have on the educational landscape and also increased job satisfaction among educators and a more effective and dynamic education system. Teacher Empowerment provides the teachers with ongoing opportunities to develop a critical awareness of their own lives and experiences in schools. In order to fully achieve the positive outcomes of teacher empowerment, teachers should always be in the center of any change or implementation and their voice and participation should be accountable. Empower teachers are the need of the present education system because today’s education is vast, vivid and full of challenges. Teacher empowerment is an alternative proposal from socio-epistemology that postulates it is a tool for the professional development of the teachers, the need of the study is to make a successful teacher. The present research is designed to study and compare the teacher empowerment of private and government school teachers. The need for teacher empowerment is to create a sense of a community engaged in a common mission of social transformation. The present study attempts to examine Teacher empowerment of secondary school teachers in relation to gender, qualification and types of institution. The study is quantitative in nature and the sample consists of 100 secondary school teachers in Jammu city 5 government school teachers and 3 from the private school located from Jammu city through Random stratified sampling techniques. The main objective of the study is to find out the significant difference in Teacher empowerment of secondary school teachers in relation to gender types of institution. This abstract highlights the significance of empowering the teachers and the positive impact I can have on the educational landscape. The study aims to investigate the teacher’s empowerment among secondary school teachers. For this study a stratified random sampling technique was employed. The Study was conducted on hundred secondary school teachers working in Jammu city. Descriptive survey method employed for this study. For this study, “Teacher Empowerment Scale” developed by Dr xi Manju and Dr Sheela (2021) was used. To analyze the data, the statistical technique of percentage and t-test is employed. Further, analysis of data revealed significant and positive relationships between teacher empowerment and gender. Women are more empowered than male. No significant gender difference in teacher empowerment of secondary school teachers. No significant difference in teacher empowerment of school teachers in relation to the types of institution private and government schools.