A Study of Status and Guidelines for Teacher Empowerment in Princess Chulabhorn Science High Schools
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Abstract
Teacher empowerment is a crucial factor influencing the quality of educational management and instructional effectiveness, particularly in science schools that focus on developing students with high potential. This study aims to: (1) examine the current state of teacher empowerment in Chulabhorn Science Colleges and (2) explore approaches for enhancing teacher empowerment in these institutions. The sample consisted of 310 participants, including administrators, teachers, and educational personnel, selected through stratified random sampling. Data were collected using a questionnaire with an overall reliability coefficient of 0.97 and a semi-structured interview. The findings revealed that: (1) the overall and specific aspects of teacher empowerment in Chulabhorn Science Colleges were at a high level ( = 3.51, S.D. = 1.14) and (2) the enhancement of teacher empowerment should focus on providing accurate, clear, and transparent information through direct and accessible communication. Furthermore, fostering unity and shared goals, respecting personal time, avoiding work-related communication outside of official hours, and promoting a collaborative and supportive work environment are essential strategies for strengthening teacher empowerment.
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