stdClass Object
(
    [id] => 17054
    [paper_index] => 202507-06-023275
    [title] => TEACHER EMPOWERMENT AND LEADERSHIP COMPETENCE AMONG TEACHERS IN PANABO CITY DIVISION 
    [description] => 
    [author] => Roneth E. Porton 
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23275
    [year] => 2025
    [month] => July
    [volume] => 12
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-06-023275.pdf
    [abstract] => This study investigated the influence of teacher empowerment on leadership competency among selected teachers in the Division of Panabo City. Utilizing a descriptive-correlational research design, the study involved 133 teacher respondents and employed validated and pilot-tested research instruments. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis at a 0.05 level of significance. Findings revealed that the extent of teacher empowerment and leadership competency among teachers was extensive. Furthermore, results showed a significant positive relationship between teacher empowerment and leadership competency. All domains of teacher empowerment—professional development, trust, status, and cooperation—significantly influenced leadership competency, as indicated by a p-value of 0.000 for each predictor. Among these, trust had the strongest influence. The regression analysis yielded an R² value of 0.6904, suggesting that 69.04% of the variance in leadership competency can be explained by the four empowerment domains. The findings confirm the predictive nature of teacher empowerment on leadership competency and are aligned with various educational theories such as Social Learning Theory, Constructivist Theory, Adult Learning Theory, Communities of Practice, and Distributed Leadership Theory. Based on these findings, recommendations were made for the Department of Education, school principals, teachers, and future researchers to further promote teacher empowerment and leadership development.
    [keywords] => Teacher Empowerment; Leadership Competency; Professional Development; Trust; Cooperation; Status; Teacher Leadership; Educational Leadership
    [doj] => 2025-07-22
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 8
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
Error fetching PDF file.