QUALITY AND TEACHER EMPOWERMENT IN

TEACHER EDUCATION
By
Dr.K.Nachimuthu (Asst Prof)&
G.Vijayakumari (Res.Scholar)

Dept of Education
Periyar University, Salem-11
Tamilnadu, INDIA
dr_knmuthu @ yahoo.com

+91 09 84 27 26 987
INTRODUCTION
Education is a very important role in
our lives. Everyone has been being
educated since the day they were
born. There is a rapidly growing
demand for a higher education
in the world today. It is difficult
to receive, the rewards of self-
improvement, job insurance, a
development of character, and
social improvements are what are
going to satisfy us.
INSTITUTIONAL ACCOUNTABILITY
-accountable to trustees/ funding entities,
legislatures, accrediting bodies, etc.
It also involves (i) Effectively
gathering evidence &
measuring student learning
outcomes;
(ii) Evaluating financial
performance
(iii) Progress toward meeting
institutional strategic goals and
objectives.
EMPOWERMENT
-as a process whereby school
participants develop the
competence to take charge of
their own growth & resolve their
own problems.
Empowered individuals believe
they have the skills and
knowledge to act on a situation
& improve it.
Empowered schools are
organizations that create
opportunities for competence to
be developed & displayed.
FIVE GOALS OF QUALITY EDUCATION
Exceptionality: Schools should
maximize the pursuit of the highest
potential in individual students.
Consistency: schools should provide
students with consistent experiences
across the system.
Fitness-for-purpose: refinement and
perfection in specific subject areas &
preparing students for specific roles.
Value for money: Edn. reflects reasonable
correspondence to individual and societal
investments
Transformative potential: social change is
the vision that drives education & its
promotes social change.
 DIMENSIONS OF
TEACHER EMPOWERMENT
1. Decision making
2. Teacher impact
3. Teacher status
4. Autonomy
5. Professional growth
6.Teacher self-efficacy.
self-efficacy
TEACHER CHARACTERISTICS
-initial
pre service learning
-ongoing learning
-understanding of reform ideas
-commitment to change
-effort to implement new
methods
-knowledge of subject matter
-motivation, morale,
professional identity
-prior notions & experiences of
teaching
SCHOOL CHARACTERISTICS
Nature of school leadership and school
governance
Nature of school climate
Supportive leadership and supervision
Team work among teachers,
communities of practice
Physical condition of the school, class
size
Availability of learning materials and
other resources for teachers
Nature of decision-making at the school
level (participatory or top down)
Professional identity
COMMUNITY & CULTURAL
CHARACTERISTICS
Community perspectives on the
role/purpose of education (why
they are sending their children
to school)
Nature of the local or national job
market
Socio-economic status of the
community
Level of community support and
involvement in the school
Level of community understanding
and support of reform initiatives
Adjusting with the society
Helping tendency to the society
ENABLING POLICIES
Widespread understanding and support of
policies and reforms
Community involvement in
determining education policy
Provision of adequate resources for schools
Adequate teacher conditions of
service, feedback, incentives
Relevance and clarity of the curriculum
Relevance of teaching methods
prescribed by policy & also
applicability to their curriculum,
class size & age groups.
Relevance of examinations in examining what
policies prescribe
Interest in children group
QUALITY IN HIGHER EDUCATION

Quality as endurance
Quality as luxury and
prestige
Quality as conformance
to requirements
Quality as continuous
improvement
Quality as value added
CONCLUSION
An understanding of the 6 dimensions
should provide the bases for developing
strategies for helping teachers become
more empowered in their work lives.
Over all view, they constitute a construct vital to the
redesign of teachers' work life and the growth and
renewal of schools as organizations.
Teacher empowerment is like more feet running in
the same direction. The teachers like us; we all
pull together and feel powerful in the process.
For their professional development, teachers
received information on how to improve from
“experts” in centralized workshops with follow-up
seminars in institutions level.
Thank You
By

Dr.K.Nachimuthu,

Dept. of Education,
Periyar University,Salem,TN
INDIA

+91 09 84 27 26 987
dr_knmuthu @ yahoo.com