This study explores the theoretical concepts in previous literature to determine what kind of empowerment strategies fit current education setting. The target group has been selected for the case to reflect the issue in elementary schools in Taiwan. 453
teachers have been selected as voluntary basis to participate in the study. Factor analysis has been conducted to tackle the issues for better solutions. Following the solution algorithm, this study selected 20 indicators related to empowerment from previous literature. After verification by factor analysis, 18 indicators fit in our model and have been classified by four domains. Based on the analysis, this study suggests “participating in decision making”, “lift professional status and impact”, “promote self-efficacy”, and “lift professional autonomy” are workable strategies for school leaders to empower their teachers. Finally, the study suggests the factorial model can be applied to solving similar issue in other settings.
ICIC Express Letters, Part B: Applications 8(10), p.1347-1354