ENABLING SCHOOL STRUCTURE AND COLLECTIVE TRUST AS PREDICTORS OF TEACHER EMPOWERMENT IN SELECTED EVANGELICAL SCHOOLS IN DAVAO REGION

Abstract

This study determined the influence of enabling school structure and collective trust on the teacher empowerment in ACSCU-Member institutions in Region XI. The descriptive-correlational design was utilized in this study. A total of 245 teachers have participated in this study. The respondents were selected using purposive sampling technique. Sets of survey questionnaire were used as instruments in gathering data from the respondents. The Mean was used to determine the levels of enabling school structure, collective trust and teacher empowerment. Pearson product moment correlation was used to investigate the relationship between variables. Moreover, the multiple regression analysis was used to analyze the influence of the enabling school structure and collective trust on teacher empowerment. The results revealed that the levels of enabling school structure, collective trust and teacher empowerment is high. Moreover, the enabling school structure and collective trust were found to have significant positive relationship with teacher empowerment. Furthermore, both the enabling school structure and collective trust significantly influence teacher empowerment.

KEYWORDS: Enabling school structure, Collective trust, Teacher empowerment, Evangelical schools, Davao City, Philippines