Exploring the Teacher Empowerment Strategies of School Heads at Secondary Level in Punjab, Pakistan

Abstract

Teacher empowerment strategies are essential for a positive organizational
identity. School heads are expected to use a variety of empowerment
techniques to maximize the potential of their faculty members, inspire them
in various ways, and motivate them to work. The current study intends to
investigate the teacher empowerment strategies of secondary school heads
in Punjab, Pakistan. A study was based on a qualitative research design.
The semi-structured interview protocol was used to collect data. A
purposive sampling technique was used. The sample was comprised of 57
secondary school teachers. Data were analyzed through the thematic
analysis technique. The findings show that school heads have given their
staff members greater autonomy by fostering opportunities for group

decision-making, praising employees for good work, increasing self-
efficacy, and promoting effective teacher collaboration. However, school

heads have less focus on professional growth opportunities, supporting
teachers' autonomy, and improving their status.