Investigating the Relationship between Teacher Quality and Students’ Academic Performance with Empowerment as a Mediator
DOI:
https://doi.org/10.37134/jcit.vol9.7.2019Keywords:
Empowerment, Mediator, Structural equation model, Qualities of teachersAbstract
Empowerment is the delegation of power to teachers for sustainability of education system. When teachers are empowered, students’ academic performance will improve. The study investigated the relationship between teacher quality and students’ academic performance with empowerment as a mediator. About 379 teachers were selected randomly from public secondary schools, Kwara state, Nigeria. Structural equation model was utilized to test the hypothesized model. Based on the result of the study, teacher quality was positively related to students’ academic performance which meant that quality of teachers determine the success of students. Insignificant relationship was found between teacher quality and principal empowerment practices which showed that the relationship did not exist. Also, the relationship between principal empowerment practices and students’ academic performance was tested of which the results revealed as insignificant. Lastly, the mediating role of principal empowerment practices was tested on the relationship between teacher quality and students’ academic performance which accounted for partial mediator. To be more specific, the empowerment process should be internalized to complement the qualities of teachers in the schools. Synergy should exist between school heads and teachers for the purpose of students achieving educational objectives.
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References
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Akinfe, E., Olofinniyi, O. E., & Fashiku, C. O. (2012). Teachers’ quality as correlates of students’ academic performance in Biology in senior secondary schools of Ondo State, Nigeria. Online Journal of Education Research, 1(6), 108-114.
Akpanobong, U. E., & Asuquo, E. E. (2015). Teacher quality and students’ achievement in Financial Accounting in senior secondary schools in Akwa Ibom State, Nigeria. International Journal of Education and Research, 3(9), 177-188.
Amzat, I. H., & Valdez, N. P. (Eds.). (2017). Teacher empowerment toward professional development and practices: Perspectives across borders. Springer.
Anyieni, A. (2014). Relationship between performance appraisal and teacher commitment in Kenya. Case study of public schools in Nakuru University Doctoral dissertation.
Arinde, M. R. (2010). Educational services, teacher quality and students’ academic performance in public senior secondary schools, North Central Zone, Nigeria. Doctoral Dissertation, Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin.
Ashoro, S., Daniel, W., & Benson, M. (2012). Effect of teacher empowerment on public secondary school performance in Nakuru Town East Constituency, Kenya. International Journal of Science and Research, 3(5), 1517-1522.
Barsi, M., Ziglari, F., & Abadi, M. N. A. (2013). Study effective factors on employees’ empowerment by a model based on Conger & Kanungo model; Case study: Social Security Organization of Bandar Abbas, Iran. International Journal of Academic Research in Accounting, Finance and Management Sciences, 3(4), 308-318.
Bartlett, J., Kotrlik, J., Higgins, C., & Williams, H. (2001). Exploring factors associated with research productivity of business faculty at National Association of Business Teacher Education. Published Report.
Bartram, T. & Casimir, G. (2007). The relationship between leadership and follower in-role performance and satisfaction with the leader: the mediating effects of empowerment and trust in the leader. Leadership & Organization Development Journal, 28(1), 4-19.
Berry, B., Johnson, D. & Mongomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
Besieux, T., Driesen, H., Euwema, M., & Van Rompaey, B. (2015). Team empowerment and performance: Feedback as a leverage for continuous development. BNP Paribas Fortis. Published Report. Lirias.kuleuven.be.
Bin Abdullah, A. G. K., Almadhoun, T. Z., & Ling, Y. L. (2015). Organizational Empowerment and Commitment: The Mediating Effect of Psychological Empowerment. Asian Journal of Social Sciences, Arts and Humanities, 3(2), 1-7.
Blasé, J. & Blasé, J. (2001). Empowering principals: What successful principals do. San Francisco, CA: Corwin Press.
Boey, E. K. (2010). Teacher empowerment in secondary schools: A case study in Malaysia. Munchen, Germany: Herbert Utz Verlag GmbH, Vol. 15.
Bullock, H. E., Harlow, L. L., & Mulaik, S. A. (1994). Causation issues in structural equation modeling research. Structural Equation Modeling: A Multidisciplinary Journal, 1(3), 253-267.
Byrne, B. M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Toronto, Canada: Routledge.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
Daluba, N. E. (2015). Promoting quality education in Nigeria: Strategies for teacher trainers in tertiary institutions. Sky Journal of Educational Research, 3(4), 37-40.
Duze, C. O., & Ogbah, R. (2013). Retaining and developing quality teachers: Critical issues for administrators in Nigeria secondary schools. Journal of Sociological Research, 4(1), 145-161.
Edinyang, S. D., Opoh, F. A., & Odey, E. O. (2014). Improving the standard and quality of primary education in Nigeria for national development. British Journal of Human Resources and Talent Acquisition Research, 1(1), 1-8.
Elger, D. (2007). Theory of performance. In S. W. Beyerlein, C. Holmes, & D. K. Apple (Eds.). Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance. Lisle, IL: Pacific Crest, 19-22.
Fafunwa, A. B. (1991). History of education in Nigeria. Ibadan: NPS Educational Publishers.
Fasasi, Y. A., & Ojo, O. J. (2014). Teacher quality and secondary school effectiveness in Ilorin South Local Government Area, Kwara State, Nigeria. Jurnal Pendidikan Malaysia, 39(2), 149-152.
Fasoyiro, O. (2016). Developing as a teacher: A study of Nigerian teachers, 45-53. Retrieved from epapers.bham.ac.uk/2141/1/Fasoyiro.pdf.
Federal Ministry of Education (2016). Nigeria Education Indicators 2016. Retrieved from https://www.nemis.gov.ng/downloads_fold/Nigeria%20Education%20Indicators%202016.pdf on 20.9.2017.
Fwu, B. J. & Wang, H. H. (2012). Bridging the gap between and beyond school science through collaboration: promoting science teachers’ professional development through diversity and equal partnership. Asia-Pacific Education Researcher (De la Salle University, Manila), 21(3), 464-473.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective. Upper Saddle River, NJ: Pearson.
Hacıcaferoğlu, S. (2014). Survey on the communication skills that the college students of School of Physical Education and Sports perceived from the teaching staff. International Journal of Science Culture and Sport (IntJSCS), 2(1).
Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798-812.
Heck, R. H. (2007). Examining the relationship between teacher quality as an organizational property of schools and students' achievement and growth rates. Educational Administration Quarterly, 43(4), 399-432.
Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among students-teachers in Jordanian Public Universities. Australian Journal of Teacher Education, 35(4), 1-11.
Iwu, C. G., Ezeuduji, I. O., Iwu, I. C., Ikebuaku, K., & Tengeh, R. K. (2018). Achieving quality education by understanding teacher job satisfaction determinants. Social Sciences, 7(2), 25.
Josiah, O., & Oluwatoyin, K. B. (2017). Teacher quality as determinant of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria. British Journal of Education, 5(13), 19-30.
Kauter, R.M. (1993). Men and women of the corporation (2nd ed.). New York: Basic Books.
Kelly, J. (2012). Rethinking industrial relations: Mobilisation, collectivism and long waves. NY: Routledge.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modelling (2nded.) New York: Guilford Press.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Lin, R., Xie, J., Jeng, Y. C., & Huang, S. (2010). The relationship between teacher quality and teaching effectiveness perceived by students from industrial vocational high schools. Asian Journal of Arts and Sciences, 1(2), 167-187.
Maniam, I. D., Lope Pihie, Z. A., & Basri, R. (2017). The mediating effect of teachers’ empowerment on transformational leadership and school effectiveness. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(10), 63-69.
Mehrjoo, D., & Noursina, M. (2013). The relationships between e-HRM and staff empowerment: A case study of Amir Al-Moemenin Hospital in Iran. International Journal of Economy, Management and Social Sciences, 2(10), 814-819.
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
Mok, E. & Au-Yeung, B. (2002). Relationship between organizational climate and empowerment of nurses in Hong Kong. Journal of Nursing Management, 10(3), 129 - 138.
Morgan, M., Ludlow, L., Kitching, K., O'Leary, M., & Clarke, A. (2010). What makes teachers tick? Sustaining events in new teachers’ lives. British Educational Research Journal, 36(2), 191-208.
Morgan, N. A. & Piercy, N. F. (2015). Defining quality: A Contingency perspective. In Proceedings of the 1992 Academy of Marketing Science (AMS) Annual Conference. Springer, Cham, 486-491.
Mortimer, E. F., & Scott, P. H. (2002). Discursive activity on the social plane of high school science classrooms: a tool for analysing and planning teaching interactions. In AERA Annual Meeting, New Orleans, USA, as part of the BERA invited symposium: Developments in Sociocultural and Activity Theory Analyses of Learning in School.
Moye, M. J., Henkin, A. B., & Egley, R. J. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(3), 260-277.
Musa, J. M., Jimba, D. N., & Ogundele, M. O. (2015). The role of teachers in transforming Nigeria challenges and the way forward. Asian Pacific Journal of Multidiscilinary Research, 3(2), 56-62.
Mwania, S. M. (2015). Influence of teacher empowerment on Kenya certificate of secondary education performance in public secondary schools in Kibwezi sub-county, Kenya (Doctoral dissertation).
Narenji, N., & Nojabaee, S. S. (2015). Identification of factors affecting employees' empowerment in airports of Mazandaran Province. Mediterranean Journal of Social Sciences, 6(3 S2), 747.
Nwokeocha, S. (2017). Teacher quality, development and motivation in Nigeria. African Educational Research Journal, 5(2), 126-134.
Ofojebe, W. N. & Chukwuma, T. C. (2015). Teacher empowerment: An imperative for promoting quality education in Arnambra State Secondary School. Journal of Emerging Trends in Educational Research and Policy Studies, 6(2), 189-197.
Okoli, N. J., Ogbondah, L., & Ekpefa-Abdullahi, J. Y. (2015). Preparing teachers for the contemporary Nigeria. Journal of Education and Practice, 6(14), 129-134.
Omede Andrew, A., & Damian, O. M. (2016). The Implications of Poor Quality Teacher Education on Educational Development in Nigeria. International Journal of Economics, Commerce & Management, 4(4), 801-810.
Oni, J. O. (2014). Teacher quality and student academic achievement in basic technology in junior secondary schools in South-West, Nigeria. Journal of Educational and Social Research, 4(3), 397.
Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
Ripley, R. E. & Ripley, M. J. (1992). Empowerment the cornerstone of quality: Empowering management in innovative organizations in the 1990’s. Management Decision, 30(4), 20-43.
Sahar Ahadi (2012). Mediating role of psychological empowerment in relationships between structural empowerment and organizational culture, and workplace outcomes among academics in Malaysian research university. Doctoral Dissertation, Universiti Putra Malaysia.
Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171.
Short, P. M. & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(4), 951-960.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Sidin, J. P., Syed Khalid Wafa, S. A. W., & Bosi, M. K. (2014). Organizational structure as a predictor of employee involvement and quality of production: Evidence for Malaysia manufacturing firms. Journal of Contemporary Issues and Thought, 4(1), 46-57.
Smith, L. B. (2009). From fragments to geometric shape changes in visual object recognition between 18 and 24 months. Current Directions in Psychological Science, 18(5), 290-294.
Solomon, C. B. (2007). The relationships among middle level leadership, teacher commitment, teacher collective efficacy, and student achievement. University of Missouri-Columbia.
Sono, J. H. (2014). The effect of feedback on lower-level employees' empowerment, motivation and performance in a selected steel production company. Doctoral dissertation.
Sowell, H. K. (2013). Classroom management strategies: The impact on student achievement. Doctoral dissertation, Liberty University.
Spatz, D. M. (2000). Team-building in construction. Practice Periodical on Structural Design and Construction, 5(3), 93-105.
Sweetland, S. R. & Hoy, W. K. (2000). School characteristic and educational outcome: Towards an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5) 703-729.
Tai, M. K., Omar, A. K., Mohamad Sahari, N., & Khuan, W. B. (2017). Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs. International Journal of Leadership in Education, 1-20.
Taiwo, C. O. (1980). The Nigerian education system: Past, present and future. Ikeja, Nigeria: T. Nelson.
Tella, A. (2017). Teacher variables as predictors of academic achievement of primary school pupils’ mathematics. International Electronic Journal of Elementary Education, 1(1), 16-33.
Terry, M. P. (2000). Empowering teachers as leaders. Human resource management practices (5th ed.). London: Pearsons Education Limited.
Wolfgang, C. H., & Glickman, C. D. (1980). Solving discipline problems. Boston: Council for the Exceptional Children.
Wu, P. (2013). Examining pedagogical content knowledge (PCK) for Business English teaching: Concept and model. Polyglosia. Retrieved from http://r-cube.ritsumei.ac.jp
Adedoyin, O. O. (2011). The impact of teachers’ in-depth pedagogical Mathematical content knowledge on academic performance: As perceived by Botswana junior secondary school pupils. European Journal of Educational Studies, 3(2).
Adeyemi, T. O., & Adu, E. T. (2012). Teachers’ quality and internal efficiency in primary schools in Ekiti State, Nigeria. American Journal of Economics, 2(5), 87-95.
Adu, E. O., Akinloye, G. M., & Adu, K. O. (2015). School input factors and teacher effectiveness in some local government areas of Lagos State, Nigeria. International Journal of Educational Sciences, 8(3), 461-472.
Ajeyalemi, D. (2013). The issues of quality and quantity in Nigeria's teacher education system. Retrieved from www.deta.up.ac.za/archieve2007/presentations/word/THE ISSUES OF QUALITY/ AjeyalemiD.pdf
Akinfe, E., Olofinniyi, O. E., & Fashiku, C. O. (2012). Teachers’ quality as correlates of students’ academic performance in Biology in senior secondary schools of Ondo State, Nigeria. Online Journal of Education Research, 1(6), 108-114.
Akpanobong, U. E., & Asuquo, E. E. (2015). Teacher quality and students’ achievement in Financial Accounting in senior secondary schools in Akwa Ibom State, Nigeria. International Journal of Education and Research, 3(9), 177-188.
Amzat, I. H., & Valdez, N. P. (Eds.). (2017). Teacher empowerment toward professional development and practices: Perspectives across borders. Springer.
Anyieni, A. (2014). Relationship between performance appraisal and teacher commitment in Kenya. Case study of public schools in Nakuru University Doctoral dissertation.
Arinde, M. R. (2010). Educational services, teacher quality and students’ academic performance in public senior secondary schools, North Central Zone, Nigeria. Doctoral Dissertation, Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin.
Ashoro, S., Daniel, W., & Benson, M. (2012). Effect of teacher empowerment on public secondary school performance in Nakuru Town East Constituency, Kenya. International Journal of Science and Research, 3(5), 1517-1522.
Barsi, M., Ziglari, F., & Abadi, M. N. A. (2013). Study effective factors on employees’ empowerment by a model based on Conger & Kanungo model; Case study: Social Security Organization of Bandar Abbas, Iran. International Journal of Academic Research in Accounting, Finance and Management Sciences, 3(4), 308-318.
Bartlett, J., Kotrlik, J., Higgins, C., & Williams, H. (2001). Exploring factors associated with research productivity of business faculty at National Association of Business Teacher Education. Published Report.
Bartram, T. & Casimir, G. (2007). The relationship between leadership and follower in-role performance and satisfaction with the leader: the mediating effects of empowerment and trust in the leader. Leadership & Organization Development Journal, 28(1), 4-19.
Berry, B., Johnson, D. & Mongomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
Besieux, T., Driesen, H., Euwema, M., & Van Rompaey, B. (2015). Team empowerment and performance: Feedback as a leverage for continuous development. BNP Paribas Fortis. Published Report. Lirias.kuleuven.be.
Bin Abdullah, A. G. K., Almadhoun, T. Z., & Ling, Y. L. (2015). Organizational Empowerment and Commitment: The Mediating Effect of Psychological Empowerment. Asian Journal of Social Sciences, Arts and Humanities, 3(2), 1-7.
Blasé, J. & Blasé, J. (2001). Empowering principals: What successful principals do. San Francisco, CA: Corwin Press.
Boey, E. K. (2010). Teacher empowerment in secondary schools: A case study in Malaysia. Munchen, Germany: Herbert Utz Verlag GmbH, Vol. 15.
Bullock, H. E., Harlow, L. L., & Mulaik, S. A. (1994). Causation issues in structural equation modeling research. Structural Equation Modeling: A Multidisciplinary Journal, 1(3), 253-267.
Byrne, B. M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Toronto, Canada: Routledge.
Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
Daluba, N. E. (2015). Promoting quality education in Nigeria: Strategies for teacher trainers in tertiary institutions. Sky Journal of Educational Research, 3(4), 37-40.
Duze, C. O., & Ogbah, R. (2013). Retaining and developing quality teachers: Critical issues for administrators in Nigeria secondary schools. Journal of Sociological Research, 4(1), 145-161.
Edinyang, S. D., Opoh, F. A., & Odey, E. O. (2014). Improving the standard and quality of primary education in Nigeria for national development. British Journal of Human Resources and Talent Acquisition Research, 1(1), 1-8.
Elger, D. (2007). Theory of performance. In S. W. Beyerlein, C. Holmes, & D. K. Apple (Eds.). Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance. Lisle, IL: Pacific Crest, 19-22.
Fafunwa, A. B. (1991). History of education in Nigeria. Ibadan: NPS Educational Publishers.
Fasasi, Y. A., & Ojo, O. J. (2014). Teacher quality and secondary school effectiveness in Ilorin South Local Government Area, Kwara State, Nigeria. Jurnal Pendidikan Malaysia, 39(2), 149-152.
Fasoyiro, O. (2016). Developing as a teacher: A study of Nigerian teachers, 45-53. Retrieved from epapers.bham.ac.uk/2141/1/Fasoyiro.pdf.
Federal Ministry of Education (2016). Nigeria Education Indicators 2016. Retrieved from https://www.nemis.gov.ng/downloads_fold/Nigeria%20Education%20Indicators%202016.pdf on 20.9.2017.
Fwu, B. J. & Wang, H. H. (2012). Bridging the gap between and beyond school science through collaboration: promoting science teachers’ professional development through diversity and equal partnership. Asia-Pacific Education Researcher (De la Salle University, Manila), 21(3), 464-473.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective. Upper Saddle River, NJ: Pearson.
Hacıcaferoğlu, S. (2014). Survey on the communication skills that the college students of School of Physical Education and Sports perceived from the teaching staff. International Journal of Science Culture and Sport (IntJSCS), 2(1).
Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798-812.
Heck, R. H. (2007). Examining the relationship between teacher quality as an organizational property of schools and students' achievement and growth rates. Educational Administration Quarterly, 43(4), 399-432.
Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among students-teachers in Jordanian Public Universities. Australian Journal of Teacher Education, 35(4), 1-11.
Iwu, C. G., Ezeuduji, I. O., Iwu, I. C., Ikebuaku, K., & Tengeh, R. K. (2018). Achieving quality education by understanding teacher job satisfaction determinants. Social Sciences, 7(2), 25.
Josiah, O., & Oluwatoyin, K. B. (2017). Teacher quality as determinant of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria. British Journal of Education, 5(13), 19-30.
Kauter, R.M. (1993). Men and women of the corporation (2nd ed.). New York: Basic Books.
Kelly, J. (2012). Rethinking industrial relations: Mobilisation, collectivism and long waves. NY: Routledge.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modelling (2nded.) New York: Guilford Press.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Lin, R., Xie, J., Jeng, Y. C., & Huang, S. (2010). The relationship between teacher quality and teaching effectiveness perceived by students from industrial vocational high schools. Asian Journal of Arts and Sciences, 1(2), 167-187.
Maniam, I. D., Lope Pihie, Z. A., & Basri, R. (2017). The mediating effect of teachers’ empowerment on transformational leadership and school effectiveness. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(10), 63-69.
Mehrjoo, D., & Noursina, M. (2013). The relationships between e-HRM and staff empowerment: A case study of Amir Al-Moemenin Hospital in Iran. International Journal of Economy, Management and Social Sciences, 2(10), 814-819.
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
Mok, E. & Au-Yeung, B. (2002). Relationship between organizational climate and empowerment of nurses in Hong Kong. Journal of Nursing Management, 10(3), 129 - 138.
Morgan, M., Ludlow, L., Kitching, K., O'Leary, M., & Clarke, A. (2010). What makes teachers tick? Sustaining events in new teachers’ lives. British Educational Research Journal, 36(2), 191-208.
Morgan, N. A. & Piercy, N. F. (2015). Defining quality: A Contingency perspective. In Proceedings of the 1992 Academy of Marketing Science (AMS) Annual Conference. Springer, Cham, 486-491.
Mortimer, E. F., & Scott, P. H. (2002). Discursive activity on the social plane of high school science classrooms: a tool for analysing and planning teaching interactions. In AERA Annual Meeting, New Orleans, USA, as part of the BERA invited symposium: Developments in Sociocultural and Activity Theory Analyses of Learning in School.
Moye, M. J., Henkin, A. B., & Egley, R. J. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(3), 260-277.
Musa, J. M., Jimba, D. N., & Ogundele, M. O. (2015). The role of teachers in transforming Nigeria challenges and the way forward. Asian Pacific Journal of Multidiscilinary Research, 3(2), 56-62.
Mwania, S. M. (2015). Influence of teacher empowerment on Kenya certificate of secondary education performance in public secondary schools in Kibwezi sub-county, Kenya (Doctoral dissertation).
Narenji, N., & Nojabaee, S. S. (2015). Identification of factors affecting employees' empowerment in airports of Mazandaran Province. Mediterranean Journal of Social Sciences, 6(3 S2), 747.
Nwokeocha, S. (2017). Teacher quality, development and motivation in Nigeria. African Educational Research Journal, 5(2), 126-134.
Ofojebe, W. N. & Chukwuma, T. C. (2015). Teacher empowerment: An imperative for promoting quality education in Arnambra State Secondary School. Journal of Emerging Trends in Educational Research and Policy Studies, 6(2), 189-197.
Okoli, N. J., Ogbondah, L., & Ekpefa-Abdullahi, J. Y. (2015). Preparing teachers for the contemporary Nigeria. Journal of Education and Practice, 6(14), 129-134.
Omede Andrew, A., & Damian, O. M. (2016). The Implications of Poor Quality Teacher Education on Educational Development in Nigeria. International Journal of Economics, Commerce & Management, 4(4), 801-810.
Oni, J. O. (2014). Teacher quality and student academic achievement in basic technology in junior secondary schools in South-West, Nigeria. Journal of Educational and Social Research, 4(3), 397.
Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
Ripley, R. E. & Ripley, M. J. (1992). Empowerment the cornerstone of quality: Empowering management in innovative organizations in the 1990’s. Management Decision, 30(4), 20-43.
Sahar Ahadi (2012). Mediating role of psychological empowerment in relationships between structural empowerment and organizational culture, and workplace outcomes among academics in Malaysian research university. Doctoral Dissertation, Universiti Putra Malaysia.
Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171.
Short, P. M. & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(4), 951-960.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Sidin, J. P., Syed Khalid Wafa, S. A. W., & Bosi, M. K. (2014). Organizational structure as a predictor of employee involvement and quality of production: Evidence for Malaysia manufacturing firms. Journal of Contemporary Issues and Thought, 4(1), 46-57.
Smith, L. B. (2009). From fragments to geometric shape changes in visual object recognition between 18 and 24 months. Current Directions in Psychological Science, 18(5), 290-294.
Solomon, C. B. (2007). The relationships among middle level leadership, teacher commitment, teacher collective efficacy, and student achievement. University of Missouri-Columbia.
Sono, J. H. (2014). The effect of feedback on lower-level employees' empowerment, motivation and performance in a selected steel production company. Doctoral dissertation.
Sowell, H. K. (2013). Classroom management strategies: The impact on student achievement. Doctoral dissertation, Liberty University.
Spatz, D. M. (2000). Team-building in construction. Practice Periodical on Structural Design and Construction, 5(3), 93-105.
Sweetland, S. R. & Hoy, W. K. (2000). School characteristic and educational outcome: Towards an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5) 703-729.
Tai, M. K., Omar, A. K., Mohamad Sahari, N., & Khuan, W. B. (2017). Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs. International Journal of Leadership in Education, 1-20.
Taiwo, C. O. (1980). The Nigerian education system: Past, present and future. Ikeja, Nigeria: T. Nelson.
Tella, A. (2017). Teacher variables as predictors of academic achievement of primary school pupils’ mathematics. International Electronic Journal of Elementary Education, 1(1), 16-33.
Terry, M. P. (2000). Empowering teachers as leaders. Human resource management practices (5th ed.). London: Pearsons Education Limited.
Wolfgang, C. H., & Glickman, C. D. (1980). Solving discipline problems. Boston: Council for the Exceptional Children.
Wu, P. (2013). Examining pedagogical content knowledge (PCK) for Business English teaching: Concept and model. Polyglosia. Retrieved from http://r-cube.ritsumei.ac.jp
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2019-08-20
How to Cite
Saleman, S., Warrah, M., Bing, K. W., & Yusof, H. (2019). Investigating the Relationship between Teacher Quality and Students’ Academic Performance with Empowerment as a Mediator. Journal of Contemporary Issues and Thought, 9, 61–74. https://doi.org/10.37134/jcit.vol9.7.2019
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