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p-Index From 2021 - 2026
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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Rex U. Celosia
Department of Education
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Teacher Empowerment: Insights on the Enhancement of Teacher Capabilities Leadership Practices and Teacher Empowerment Rex U. Celosia; Maria Liesle A. Dopeno; Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.09

Abstract

Teacher empowerment is essential to enhance learning outcomes as it directly influences classroom dynamics and educational effectiveness. Thus, this study investigated the teacher empowerment towards enhanced capability among public school teachers in Tagbilaran City and Bohol Divisions for the school year 2023-2024.  It employed mixed method approach, particularly convergent parallel design. In the quantitative strand, the study surveyed 280 administrators and 369 public school teachers. In the qualitative strand, an in-depth interview was conducted to ten (10) participants.  Results revealed that school heads had a more positive view of teacher empowerment than the teachers themselves, a difference confirmed by statistical analysis. Both groups rated professional growth and self-efficacy domains favourably, but teachers saw their decision-making power as moderate. Factors like leadership, trust, support, and collaboration enhanced empowerment, while micromanagement, limited autonomy, and poor communication hindered it. The study revealed a gap in how the two groups viewed decision-making processes, likely influenced by collaborative program development and tensions around teacher independence within curriculum guidelines. High professional growth ratings aligned with teachers' focus on reflection and effective strategies. Interestingly, qualitative data highlighting teacher collaboration and innovation suggests why teachers may have rated their overall impact lower than school heads did. Recommendations were given to enhance teachers’ empowerment.
A Teacher Empowerment Framework for Enhancing Professional Capability: Evidence from a Mixed-Methods Study   Rex U. Celosia; Maria Liesle A. Dopeno; Jay L. Galimpin
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 8 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.08.08

Abstract

Teacher empowerment remains a critical concern in public education because it influences teachers’ professional agency, participation in school improvement, instructional effectiveness, and capacity to contribute meaningfully to educational change. Building from a previously conducted mixed-method investigation on teacher empowerment among public school teachers and school heads in Tagbilaran City and Bohol Divisions, this article presents the development of a research-based teacher empowerment framework. The empirical foundation of the framework was drawn from quantitative findings involving school administrators and teachers, as well as qualitative insights from selected participants. The original study revealed that school heads perceived teacher empowerment more favorably than teachers themselves, particularly in the domains of decision-making and impact. While professional growth and self-efficacy were rated highly by both groups, teachers reported more moderate levels of empowerment in decision-making. Qualitative findings further identified inclusive leadership, trust, role assignment, support, collaboration, and communication as enabling conditions, while micromanagement, limited autonomy, restrictive decision-making, insufficient engagement, and lack of transparency served as hindering factors. Based on these findings, the proposed framework highlights five key areas: decision-making autonomy, professional development access, trust and recognition, collaborative leadership, and empowerment in practice. The framework offers practical guidance for school heads, teachers, and education supervisors in designing school-level mechanisms that strengthen teacher participation, professional agency, and shared accountability. The article contributes to educational management literature by translating mixed-method findings into an actionable framework for teacher empowerment in public school contexts.
Co-Authors Jay L. Galimpin Maria Liesle A. Dopeno