The perceptions of secondary school teachers on the element of teacher empowerment by school principals in Lorato and Motswedi Circuits in the Zeerust District

Abstract

The aim of the study was to establish how secondary school teachers in the Lerato and Motswedi circuits in the Zeerust District, North West Province, perceived the role of principals with regard to the element of teacher empowerment and challenges facing them. The survey method was used to conduct this study. The population for this study was consisted of the school management team and educators. The primary instrument of data collection was the questionnaire, which was given to a total of 100 respondents but only 79 of the respondents returned useable questionnaires, which were then analysed. For the analysis and interpretation of data, statistical tools such as frequency distribution tables, bar and pie charts were used which are the measures of central tendency. For further analysis, tools from the inferential statistics such as P-value and the coefficient of correlation were used. The finding from the study revealed that, teachers in Lorato and Motswedi circuits of the Zeerust District were in favour of principals carrying out teacher empowerment practice. P-values and coefficient values further imply that the correlation among these practices were significant. However, the research findings revealed that, there was a significant difference in responses obtained from young and older teachers on the fact that the principal coordinates teacher empowerment activities and share information with staff. These warrants further investigation.