Teacher Empowerment 教师赋权量表

量表简介：

According to the Empowerment Theory (Rinehart & Short, 1994), teachers' professional growth is affected by external organizational empowerment and internal empowerment. The former is related to power sharing in organizational leadership management, while the latter is related to individual teachers' professional abilities. Teacher professionalism can be greatly promoted by external factors (such as the school management system, school leaders, and colleagues), together with internal factors (such as temperament, motivation, cognition, and self-efficacy).On the one hand, empowerment can enhance teachers' trust in their colleagues, thus creating a better environment for teachers and promoting their continuous development towards higher goals. On the other hand, teacher empowerment optimizes teachers' affective state through internal empowerment, and strengthens their affective commitment to the school. This positive change will further enhance teachers’ sense of responsibility, self-confidence, and self-identity, thus continuously assisting them seek development opportunities. It is likely to produce a virtuous spiral of continuous pursuit of development.Teacher empowerment is measured in three dimensions: professional growth, independent decision-making, and influence on colleagues.

根据赋权理论（Rinehart & Short, 1994），教师的专业成长受外部组织赋权和内部 赋权的影响。前者与组织领导管理中的权力分享有关，后者与教师个人的专业能力有关。外部因素（如学校管理制度、学校领导、同事等）和内部因素（如气质、动机、认知、自我效能感等）都能极大地促进教师专业化的发展。一方面，组织赋权能增强教师对同事的信任，从而为教师创造更好的环境，促进教师不断向更高的目标发展。另一方面，教师赋权通过内部赋权优化了教师的情感状态，增强了教师对学校的情感承诺。这种积极的变化将进一步增强教师的责任感、自信心和自我认同感，从而不断帮助他们寻求发展机会。教师赋权从三个维度进行衡量：专业成长、独立决策和对同事的影响。