THE DEVELOPMENT OF EMPOWERMENT IN READING-INSTRUCTION IN 8 ELEMENTARYTEACHERS

This paper describes a qualitative study of eight teachers identified as empowered or having become more empowered. The study focuses upon i nfluences on and the developmental process of teacher empowerment. Fin dings demonstrated that gaining empowerment is a spiraling process in which teachers reach a point at which there is the realization that ch ange is needed, then seek knowledge through professional training prog rams and experiences, and apply this new knowledge in making instructi onal changes in the classroom. Success in making changes leads to incr eased levels of confidence, and often, these changes lead to leadershi p roles which further enhance teacher confidence.