Empowering Students by Empowered Teachers

Empowering Students by Empowered Teachers

 

Without political empowerment, psychological empowerment may be futile. Political empowerment refers to actual influence over social and political forces in one’s own environment. True empowerment requires more than just autonomy and control. It requires support and sanction from administration in the form of access to resources such as time and money. Teachers need to advocate for shared knowledge of resources and support in decision-making from administrations. Teachers need to lobby for the recognition that shared power for the benefit of students actually helps to empower  administrators with more time and division of labor. Given that true transformation cannot occur unless systemic changes accompany the desire, teachers are left to gain limited empowerment through self-change and persistence in transforming educational institutions.

mindset

 

Some teachers are more inclined to feel empowered than others. Those who work in an environment predisposed to empowering members of the community, naturally, feel more empowered. Some of the qualities of an empowering environment would be (1) clarity of role and expectations, (2) political support and sanctions for work, (3) socio-emotional peer support with a sense of community, (4) access to strategic information and resources such as space, materials, time, and funds, and (5) inspired leadership who share vision and values input. These factors can lead teachers to believe that they have honest impact, the ability to exert influence over their daily work lives.  Having a good fit between people and jobs also allows teachers to perceive that they have meaningful individual roles within the educational institution community. Teachers who are not as fortunate in having such an environment, may still gain empowerment, but only if they make the commitment to know and change the system.

Teachers who have a commitment to this end may increase the likelihood of success by practicing self-empowering techniques. Some of these may include public affirmation of their profession, an intuitive sense of control of their own behavior, learning, and ability to convince. Through commitment, they may become transformative forces that allow empowerment for all members of the educational institution community.

Teachers must feel empowered to be able to challenge the enculturation process so common in educational institutions. They must feel empowered to critically examine all decisions to weigh their worth against a need to socially reproduce the status quo. But to feel empowered, teachers must understand how the system works

and how to develop a coalition of advocates for transformation and democracy. By developing a learning community of peers dedicated to actively advocating for self and others, teachers can empower one another to maintain a positive attitude in the face of stress and discouragement. Having a group of teachers who demonstrate competence and knowledge to acquire epistemological power means that each is in control of his or her own learning and articulation of that learning with the outcome being high expectations for self and others.

Some teachers are more inclined to feel empowered than others. Those who work in an environment predisposed to empowering members of the community, naturally, feel more empowered. Some of the qualities of an empowering environment would be (1) clarity of role and expectations, (2) political support and sanctions for work, (3) socio-emotional peer support with a sense of community, (4) access to strategic information and resources such as space, materials, time, and funds, and (5) inspired leadership who share vision and values input. These factors can lead teachers to believe that they have honest impact, the ability to exert influence over their daily work lives.  Having a good fit between people and jobs also allows teachers to perceive that they have meaningful individual roles within the educational institution community. Teachers who are not as fortunate in having such an environment, may still gain empowerment, but only if they make the commitment to know and change the system.

Teachers who have a commitment to this end may increase the likelihood of success by practicing self-empowering techniques. Some of these may include public affirmation of their profession, an intuitive sense of control of their own behavior, learning, and ability to convince. Through commitment, they may become transformative forces that allow empowerment for all members of the educational institution community.

Teachers must feel empowered to be able to challenge the enculturation process so common in educational institutions. They must feel empowered to critically examine all decisions to weigh their worth against a need to socially reproduce the status quo. But to feel empowered, teachers must understand how the system works

and how to develop a coalition of advocates for transformation and democracy. By developing a learning community of peers dedicated to actively advocating for self and others, teachers can empower one another to maintain a positive attitude in the face of stress and discouragement. Having a group of teachers who demonstrate competence and knowledge to acquire epistemological power means that each is in control of his or her own learning and articulation of that learning with the outcome being high expectations for self and others.

 

for more information visit empowering teachers

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