Influence of Principals’ Expertise Power Utilization on Teachers’ Empowerment in Public Secondary Schools in Garissa County, Kenya

Khalif Issack Hassan; Ganatusanga Haroon Sinani; Jane Wanjiru Mugai

doi:10.37284/eajes.7.1.1789

Khalif Issack Hassan Mount Kenya University
Ganatusanga Haroon Sinani, PhD Mount Kenya University
Jane Wanjiru Mugai, PhD Mount Kenya University

DOI: https://doi.org/10.37284/eajes.7.1.1789

Keywords: Communication, Expert Power, Expertise and Training, Information Sharing, Teachers’ Empowerment

Share Article:

Abstract

There is a global concern about the principals’ power utilization. The purpose of this study was to analyse the impact of principals’ power utilization on teachers’ empowerment. The objective was to determine the influence of principals’ expertise power utilization on teachers’ empowerment. The theories used here were the Approach Inhibition of Power and the Empowerment theory. The study utilized a mixed method and the simultaneous triangulating model with a descriptive survey design. The targeted populace was 14,184 which included 41 principals, 780 teachers, 13,339 students, and 24 MoE/TSC officers. The sample was 760 which included 33 principals stratified randomly sampled, 330 teachers, and 384 students sampled using the Fisher formula. The 13 MoE/TSC officers were purposively sampled. Questionnaires for learners and teachers were used while the interviewing schedule was for MoE/TSC officers and the principals. The investigator requested specialists to analyse the validity of the tools. As for reliability, there was a test-retest technique employed. Cronbach’s Alpha was utilized to find the reliability of the instruments. An alpha worth of 0.700 was attained and the instruments were termed consistent. Triangulating was used to assure credibility. In-depth interviewing was embraced to examine the dependability of non-numerical tools. Numerical facts were scrutinized in descriptive and inferential (Chi-square) statistics by means of tables, occurrences, and percent rates. Qualitative data was offered by thematic scrutiny in narrative form and verbatim citing. The study established that expertise power utilization was significant. The study concluded that expertise power influenced teacher empowerment positively. It was recommended that principals should utilize all of this power and that the government should beef up the use of this power in schools. Further research was recommended to be done on this power elsewhere using different participants

Downloads

Download data is not yet available.

References

Argon T., (2016). Teacher Views on School Administrators’ Organizational Power Sources and Their Change Management Behaviours. Universal Journal of Education Research 4 (9): 2195-2208, 2016.

Baer, G. (2018). Preventative classroom strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd Ed.) (pp. 15-39). New York: Taylor and Francis Group.

Brophy, J. (2016). History of research on classroom management. In C. M. Evertson& C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Danielsson, A., Berge, M. & Lidar, M. (2018). Knowledge and power in the technology classroom: a framework for studying teachers and students in action. Cult Stud of Sci Educ 13, 163–184 (2018). https://doi.org/10.1007/s11422-016-9782-0

Eisenman, G., Susan E., & Cushman C. (2017). Bringing Reality to Classroom Management in Teacher Education. Professional Educator. Academic Search Complete. 39 (1): 1–12.

Foucault, M. (2017). Lectures at the College de France, 1977–78: Security, Territory, Population, 2007, pp. 1–17.

Irwin, L. Anamuah-Mensah, J.; Aboagye, J.; Addison, A. (2017). Teachers' Perceptions of Classroom Discipline in Ghana, West Africa. International Education, v34 n2 p46-61

Kovach, M. (2020) Leader influence: A research review of French & Raven’s (1959) power dynamics. The Journal of Values-Based Leadership Volume 13 Issues 2

Marzano, J. et al (2019). "The Key to Classroom Management". Educational Leadership. 61 (1): 6–13.

McCreary, R. (2017). Classroom management. Effective classroom management Leaf Group Ltd.

McCroskey, J. & Richmond, V. (2017). Nonverbal Behavior in Interpersonal Relations (4th ed.). Boston, MA: Allyn & Bacon.

McLeod B., (2018). Relation of the alliance with outcomes in youth psychotherapy: a meta-analysis. Clinical Psychology Rev. 2018 Jun; 31(4):603-16.

Mohammed, A. (2016). Classroom Management Problems Facing EFL Beginner Teachers. International Journal of Education and Applied Sciences Research. 3. 14 - 27.

Ndour D., Diop A., Ndiaye M., Niang, C., Sarr, M. & Ndiaye I, (2020). A survey of schoolteachers’ knowledge and behaviour about epilepsy, in a developing country such as Senegal]. Revue Neurologique. 2020 Mar;160(3):338-341. DOI: 10.1016/s0035-3787(04)70909-1.

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 1. DOI: 10.1080/10888691.2017.1398650

Ouma, M., Simatwa, E. & Serem, T. (2017). Management of pupil discipline in Kenya: A Case Study of Kisumu Municipality. Educational Research (ISSN: 2141-5161) Vol. 4 (5) pp. 374-386, May 2013 Available online@ http://www.interesjournals.org/ER

Özer, B., Gelen, I., Alkan, S., Çınar, G & Duran, V. (2016). The Most Common Mistakes of Teacher Trainees’ Former Teachers. Faculty of Education, Ondokuz Mayis University, Turkey. Universal Journal of Educational Research 4(5): 963-972, DOI: 10.13189/ujer.2016.040505

Sedova, K., Sedlacek, M., Svaricek, R. (2018). Teacher professional development as a means of Transforming Student Classroom Talk, Teaching and Teacher Education Vol. 57 pp 14-25 doi.org/10.1016/j.tate.2016.03.005.

Shindler, J. (2019). The Five Forms of Teacher Power. Charter College of Education Department of Curriculum & Instruction: Office Location: KH A2045

Stronge, J., & Pamela, J. (2019). What makes Good Teachers Good? A Cross-case Analysis of the Connection between Teacher Effectiveness and Student Achievement, Journal of Teacher Education, 62(4), 339-355. http://dx.doi.org/10.1177/0022487111404241

Teoh, H., Cheong, S., Stuart, L., Manorama, B., Kisha, G., Edirippulige, S., & Bambling, M. (2018). Brief Online Classroom Behavior Management Training for Teachers to Address Male Student Behavioural Issues in Chennai, India. Creative Education. 09. 26-42. 10.4236/ce.2018.91003.

Thomas, N. (2018). Thomas Gordon's Classroom Management Theory Teacher Effectiveness Training (TET). Creative Commons Attribution

UNESCO-BREDA, (2017). Universal Primary Education in Africa. The Teacher Challenge. Regional Office for Education in Africa (BREDA), UNESCO. Retrieved from: http://uis.unesco.org/sites/default/files/documents/universal-primary-education-in-africa-the-teacher-challenge-en.pdf

Vliet, V. (2016). Five Forms of Power (French and Raven). Retrieved from Tools Hero: https://www.toolshero. com/leadership / five-forms-of-power- french- raven.

Weimer, J. (2019). Different Sources of Power that Affect the Teacher-Student Relationship. Faculty focus Retrieved from https: //www. Faculty focus.com/articles/teaching-and learning/different-sources

Zabalza, M. & Marcelo, C. (2018). Evaluación de las prácticas- Análisis de los procesos de formación práctica. [Student-teaching evaluation--Analyzing the processes of practical training]. Sevilla: GÍD.

Zur, O. (2019). Boundaries in Psychotherapy: Ethical and Clinical Explorations. Washington, DC: American Psychological Association