Consistent and Inconsistent Impacts of a Teacher-Led Empowerment Initiative in a Federation of Schools

Abstract

This study explores the impacts of a teacher-led empowerment initiative in a federation of independent schools. The authors used survey and archival data as well as a conceptual basis in consistency models to examine the relationship between participation in this organizational change initiative, individual behavioral changes pertinent to it, and ratings of its effectiveness. Results indicated that behavioral changes were strong predictors of individual ratings of the effectiveness of the initiative and partially mediated the relationship between participation and effectiveness ratings. Some results supported a consistency framework; others did not. Based on these results, the authors suggest implications for research and practice regarding empowerment-oriented and other types of organizational change initiatives.