The development of empowerment in reading instruction in eight elementary teachers

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