The development of empowerment in reading instruction in eight elementary teachers

This paper describes a qualitative study of eight teachers identified as empowered or having become more empowered. The study focuses upon influences on and the developmental process of teacher empowerment. Findings demonstrated that gaining empowerment is a spiraling process in which teachers reach a point at which there is the realization that change is needed, then seek knowledge through professional training programs and experiences, and apply this new knowledge in making instructional changes in the classroom. Success in making changes leads to increased levels of confidence, and often, these changes lead to leadership roles which further enhance teacher confidence.