CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: teacher empowerment</title> <meta name="description" content="Search results for: teacher empowerment"> <meta name="keywords" content="teacher empowerment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="teacher empowerment" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teacher empowerment"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1849</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teacher empowerment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1849</span> Relationship of Organizational Culture, Teacher Psychological Empowerment, and Organizational Citizenship Behavior in Universities in Bangkalan District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iqbal%20Abd.%20Muhbir%20Hadi%20Anam">Iqbal Abd. Muhbir Hadi Anam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to discuss the relationship between organizational culture, teacher psychological empowerment, and organizational citizenship behavior at the University of Bangkalan District. The data was obtained using a survey of 100 respondents tested for validity and reliability. The analytical technique used is a hierarchical regression test. The results showed that the organizational culture of the university had a strong influence on the psychological empowerment of teachers and the psychological empowerment of teachers and that the organizational culture and psychological empowerment of teachers provided effective predictions of the psychological empowerment of the university. In addition, organizational culture directly or indirectly influences teachers' organizational citizenship behavior through psychological empowerment. Given these results, universities need to build an organizational culture that reflects the nature of the university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20behavior" title="organizational behavior">organizational behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20psychological%20empowerment" title=" teacher psychological empowerment"> teacher psychological empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20citizenship%20behavior" title=" organizational citizenship behavior"> organizational citizenship behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/145391/relationship-of-organizational-culture-teacher-psychological-empowerment-and-organizational-citizenship-behavior-in-universities-in-bangkalan-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1848</span> A Study on the Relationships among Teacher Empowerment, Professional Commitment and School Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20C.%20Lin">S. C. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20F.%20Hung"> W. F. Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20W.%20Cheng"> W. W. Cheng </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher empowerment was regarded as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach. Professional commitment was considered as a person’s belief in and acceptance of the values of his or her chosen occupation or line of work, and a willingness to maintain membership in that occupation. An effective school has been defined as one in which students’ progress further than might be expected from consideration of its intake. An effective school thus adds extra value to its students' outcomes, in comparison with other schools serving similar intakes. A number of literature from various countries explored that teacher empowerment and professional commitment significantly influenced school effectiveness. However, there lacked more empirical studies to examine the relationships among them. Hence, this study was to explore the relationships among teacher empowerment, professional commitment and school effectiveness in junior high schools in Taiwan. Samples were seven hundred and five junior high school teachers selected from Taichung City, Changhua County and Nantou County. Questionnaire was applied to collect data. Data were analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings of this study were as follows: First, the overall performances of teachers’ perceptions of teacher empowerment, teacher professional commitment and school effectiveness were above average. Second, the teachers’ perceptions of teacher empowerment were significant different in gender, designated duty, and school size. Third, the teachers’ perceptions of teacher professional commitment were significant different in gender, designated duty, and school size. Fourth, the teachers’ perceptions of school effectiveness were significant different in designated duty. Fifth, teacher empowerment was mid-positively correlation by teacher professional commitment. Sixth, there was mid-positively correlation between teacher empowerment and school effectiveness. Seventh, there was mid-positively correlation between teacher professional commitment and school effectiveness. Eighth, Teacher empowerment and professional commitment could significantly predict school effectiveness. Based on the findings of this study, the study proposed some suggestions for educational authorities, schools, teachers, and future studies as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=junior%20high%20school%20teacher" title="junior high school teacher">junior high school teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment" title=" teacher empowerment"> teacher empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20commitment" title=" teacher professional commitment"> teacher professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20effectiveness" title=" school effectiveness"> school effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/24352/a-study-on-the-relationships-among-teacher-empowerment-professional-commitment-and-school-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1847</span> Teacher Professional Development –Current Practices in a Secondary School in Brunei Darussalam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provides directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleagues%20and%20the%20wider%20teacher%20community" title="colleagues and the wider teacher community">colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/27879/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1846</span> Relationship between Teachers' Empowerment and Personality Traits, Case Study: Tehran Public Schools of Region 5</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Ladan%20Moghaddam">Alireza Ladan Moghaddam</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Rezghi%20Shirsavar"> Hadi Rezghi Shirsavar</a>, <a href="https://publications.waset.org/abstracts/search?q=Panteha%20Pirayandeh"> Panteha Pirayandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the Relationship between Teachers' Empowerment and Personality Traits (Case Study: Tehran Public Schools of region 5). To achieve this objective, a descriptive research in correlation type has been used. The statistical population of this research includes all teachers and administrators in Tehran Public Schools of region 5. In this study, a five factor model of personality and a 49-item questionnaire to measure empowerment of teachers have been used to assess personality traits of administrators and the teachers' empowerment, respectively. The research hypotheses test has been done using SPSS and LISREL software. The results show that in general there is no significant relationship between personality traits of administrators and teachers' empowerment, and among the 5 dimensions of personality, there is only significant relationship between the characteristic of administrators' agreeableness and teachers' empowerment. The results suggested a way to improve knowledge and skills of teachers a top priority administrator consider. In addition, the performance of teachers affected by the performance of the executive directors, so it is necessary to improve their yield towering notice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=five%20factor%20model%20of%20personality" title=" five factor model of personality"> five factor model of personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/53520/relationship-between-teachers-empowerment-and-personality-traits-case-study-tehran-public-schools-of-region-5" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1845</span> Teacher Knowledge: Unbridling Teacher Agency in the Context of Professional Development for Transformative Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernice%20Badal">Bernice Badal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article addresses a persistent challenge related to teacher agency in knowledge acquisition in professional development (PD) workshops in contexts of educational change, given that scholarship identifies a need for more teacher involvement and amplification of teacher's voices. Theoretical concepts are drawn from Bandura’s Social cognitive theory, incorporating the triadic causation model of agency to examine the reciprocal nature of the context, teacher characteristics, and systemic influences that shape how knowledge is transmitted and acquired in PD workshops. This qualitative study, using a mix of classroom observations and interviews, explored the political, contextual, and personal characteristics of teacher agency in PD through an analysis of data extracted from a PhD study. The narratives of six teachers from three township schools are examined to show how PD efforts in South Africa have failed to take account of the holistic development of teacher agency in knowledge dissemination and how this shapes teacher self-efficacy beliefs about being able to masterfully apply the tenets of the reform. Agency, teacher voice, and contextual considerations were used as markers of the quality of the training provided to understand how knowledge is acquired and meaning is made. The findings suggest that systemic influences of institutionally imposed PD offer partial understandings of the reform, which is offered in traditional formats that do not consider teacher empowerment in knowledge production and the development of teacher agency. Common in all the participants’ responses is the need for more information and training on the prescribed approach for teaching English as a second language; however, this paper holds the view that more information may not solve teachers’ dilemmas. Accordingly, it recommends a restructuring of the programme with facilitators being more cognisant of teacher agency for the development of transformative teachers. The findings of the study contribute to the field of teacher knowledge, teacher training, and professional development in the context of educational reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title="teacher professional development">teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20voice" title=" teacher voice"> teacher voice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reforms" title=" educational reforms"> educational reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20knowledge" title=" teacher knowledge"> teacher knowledge</a> </p> <a href="https://publications.waset.org/abstracts/177778/teacher-knowledge-unbridling-teacher-agency-in-the-context-of-professional-development-for-transformative-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1844</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1843</span> Factors Determining the Women Empowerment through Microfinance: An Empirical Study in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Rathiranee">Y. Rathiranee</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20M.%20Semasinghe"> D. M. Semasinghe </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to identify the factors influencing on women empowerment of rural area in Sri Lanka through micro finance services. Data were collected from one hundred (100) rural women involving self employment activities through a questionnaire using direct personal interviews. Judgment and Convenience Random sampling technique was used to select the sample size from three Divisional Secretariat divisions of Kandawalai, Poonakari and Karachchi in Kilinochchi District. The factor analysis was performed on fourteen (14) variables for screening and reducing the variables to identify the influencing factors on empowerment. Multiple regression analysis was used to identify the relationship between the three empowerment factors and the impact of micro-finance on overall empowerment of rural women. The result of this study summarized the variables into three factors namely decision making, freedom to mobility and family support and which are positively associated with empowerment. In addition to this the value of adjusted R2 is 0.248 indicates that all the variables extracted can be explained 24.8% of the variation in the women empowerment through microfinance. Independent variables of these three factors have a positive correlation with women empowerment as well as significant values at 5 percent level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=influencing%20factors" title="influencing factors">influencing factors</a>, <a href="https://publications.waset.org/abstracts/search?q=micro%20finance" title=" micro finance"> micro finance</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20women" title=" rural women"> rural women</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a> </p> <a href="https://publications.waset.org/abstracts/20139/factors-determining-the-women-empowerment-through-microfinance-an-empirical-study-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20139.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1842</span> Enhancing Organizational Performance through Employee Empowerment: A Study of Koosar Insurance Company in Tehran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Jabar%20Zadeh%20Mamaghani">Masoud Jabar Zadeh Mamaghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employee empowerment is an effective technique for increasing employee productivity and utilizing their individual and group capacities toward organizational goals. Empowerment is a process that helps improve and enhance performance through the development and expansion of individuals' and teams' influence and capabilities. In other words, empowerment is a strategy for organizational development and flourishing. In this study, the relationship between training and employee empowerment was examined in addition to measuring the level of empowerment among the employees of Kowsar Tehran Insurance Agency. The research method used was a descriptive correlation, and the statistical population of the study included all official employees with a degree higher than a diploma in Kowsar Tehran Insurance Agency. Data related to training hours while serving employees were extracted from their educational certificates, and data related to employees' empowerment levels were obtained through interviews and questionnaires. The research results showed that the level of empowerment among the employees in this agency is higher than the average in all dimensions. However, no correlation was observed between their empowerment level and the training hours they completed while serving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20empowerment" title="employee empowerment">employee empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=insurance%20industry" title=" insurance industry"> insurance industry</a> </p> <a href="https://publications.waset.org/abstracts/166348/enhancing-organizational-performance-through-employee-empowerment-a-study-of-koosar-insurance-company-in-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1841</span> Social Entrepreneurship as an Innovative Women Empowerment Model against the Poverty in Türkiye</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rumeysa%20Terzioglu">Rumeysa Terzioglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social entrepreneurship is not only a new concept but also an engaging factor of development that utilizes opportunities in economic and social areas for women. Social entrepreneurs have experience in determining and solving social problems with community participation. Social entrepreneurship is a consequence of individual social and economic initiatives contributing to women’s social and economic development against poverty. Women’s empowerment is an essential point for development. Türkiye has been developing an alternative empowerment model for women affected by the national development plan. Social entrepreneurship is an alternative model of social and economic empowerment of women’s status in Türkiye. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurship" title="social entrepreneurship">social entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/157456/social-entrepreneurship-as-an-innovative-women-empowerment-model-against-the-poverty-in-turkiye" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157456.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1840</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/abstracts/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Good, great, and leading teachers are experienced and respected role models, who are innovative, organized, collaborative, trustworthy, and confident facilitators of learning. They model integrity, have strong interpersonal and communication skills, display the highest level of professionalism, a commitment to students, and expertise, and demonstrate a passion for student learning while taking the initiative as influential change agents. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=great%20teacher" title="great teacher">great teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/154354/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1839</span> The Effect of Psychological Capital and Psychological Empowerment on Employees' Commitment to Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muthmainah%20Mufidah">Muthmainah Mufidah</a>, <a href="https://publications.waset.org/abstracts/search?q=Wustari%20L.%20H.%20Mangundjaya"> Wustari L. H. Mangundjaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations nowadays have to change and adjust themselves to the changing external environment in order to survive the globalization era. However, not all the organizational change had been succeeded. Commitment to change is one important factor why the change process often failed. Even so, this commitment to change cannot be separated with the individual’s characteristic. The aim of this study is to identify the role of psychological capital and psychological empowerment as the individual’s positive characteristic on commitment to change. This research was conducted on Indonesian employees who have or are currently experiencing a change in their organization. Data was collected using Commitment to Change Inventory, Psychological Empowerment Questionnaire, and Psychological Capital Questionnaire. The results showed that both psychological capital and psychological empowerment have a positive and significant influence on commitment to change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commitment%20to%20change" title="commitment to change">commitment to change</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title=" psychological capital"> psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20empowerment" title=" psychological empowerment"> psychological empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20change" title=" organizational change"> organizational change</a> </p> <a href="https://publications.waset.org/abstracts/69127/the-effect-of-psychological-capital-and-psychological-empowerment-on-employees-commitment-to-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1838</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1837</span> 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilyn%20U.%20Balagtas">Marilyn U. Balagtas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ruth%20M.%20Regalado"> Maria Ruth M. Regalado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmelina%20E.%20Barrera"> Carmelina E. Barrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramer%20V.%20Oxi%C3%B1o"> Ramer V. Oxiño</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosarito%20T.%20Suatengco"> Rosarito T. Suatengco</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20E.%20Tondo"> Josephine E. Tondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the perceptions of the students and teachers from kindergarten to tertiary level of the image of the 21st century teacher to provide basis in designing teacher development programs in Teacher Education Institutions (TEIs) in the Philippines. The highlights of the report are the personal, psychosocial, and professional images of the 21st century teacher in basic education and the teacher educators based on a survey done to 612 internal stakeholders of nine member institutions of the National Network of Normal Schools (3NS). Data were obtained through the use of a validated researcher-made instrument which allowed generation of both quantitative and qualitative descriptions of the teacher image. Through the use of descriptive statistics, the common images of the teacher were drawn, which were validated and enriched by the information drawn from the qualitative data. The study recommends a repertoire of teacher development programs to create the good image of the 21st century teachers for a better Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20image" title="teacher image">teacher image</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20teacher" title=" 21st century teacher"> 21st century teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20program" title=" development program"> development program</a> </p> <a href="https://publications.waset.org/abstracts/8220/21st-century-teacher-image-to-stakeholders-of-teacher-education-institutions-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1836</span> Language Teachers Exercising Agency Amid Educational Constraints: An Overview of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Sanczyk">Anna Sanczyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher agency plays a crucial role in effective teaching, supporting diverse students, and providing an enriching learning environment; therefore, it is significant to gain a deeper understanding of language teachers’ sense of agency in teaching linguistically and culturally diverse students. This paper presents an overview of qualitative research on how language teachers exercise their agency in diverse classrooms. The analysis of the literature reveals that language teachers strive for addressing students’ needs and challenging educational inequalities, but experience educational constraints in enacting their agency. The examination of the research on language teacher agency identifies four major areas where language teachers experience challenges in enacting their agency: (1) implementing curriculum; (2) adopting school reforms and policies; (3) engaging in professional learning; (4) and negotiating various identities as professionals. The practical contribution of this literature review is that it provides a much-needed compilation of the studies on how language teachers exercise agency amid educational constraints. The discussion of the overview points to the importance of teacher identity, learner advocacy, and continuous professional learning and the critical need of promoting empowerment, activism, and transformation in language teacher education. The findings of the overview indicate that language teacher education programs should prepare teachers to be active advocates for English language learners and guide teachers to become more conscious of complexities of teaching in constrained educational settings so that they can become agentic professionals. This literature overview illustrates agency work in English language teaching contexts and contributes to understanding of the important link between experiencing educational constraints and development of teacher agency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advocacy" title="advocacy">advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20constraints" title=" educational constraints"> educational constraints</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20agency" title=" language teacher agency"> language teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20education" title=" language teacher education"> language teacher education</a> </p> <a href="https://publications.waset.org/abstracts/95706/language-teachers-exercising-agency-amid-educational-constraints-an-overview-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1835</span> Assessing the Empowerment of Muslim Women in Malawi: A Case Study of the Muslim Women's Organization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulemu%20Maseko">Ulemu Maseko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study critically examines the empowerment of Muslim women in Malawi, focusing on the Muslim Women’s Organization (MWO) and its impact on gender equality within Islamic communities. It explores MWO's interpretation of Islamic women's rights, the stereotypes Muslim women face, and the factors limiting their rights. Utilizing qualitative methods, including interviews, focus groups, and participant observations, the research adopts phenomenological and feminist frameworks. Findings indicate that since its establishment in 1985, MWO has significantly advocated for gender equality by leveraging Islamic teachings and policy to support women’s empowerment, enabling Muslim women to participate in social change. However, entrenched cultural traditions, patriarchal structures, and systemic poverty remain barriers to empowerment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam" title="Islam">Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=Malawi" title=" Malawi"> Malawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20feminism" title=" Islamic feminism"> Islamic feminism</a> </p> <a href="https://publications.waset.org/abstracts/191752/assessing-the-empowerment-of-muslim-women-in-malawi-a-case-study-of-the-muslim-womens-organization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1834</span> Articulations of Teacher Quality Discourse through Practice Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlon%20B.%20Espedillon">Marlon B. Espedillon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study examines practice teaching as an important component of teacher education and its entanglement with the teacher quality discourse. How the key actors -student teachers, supervising instructors, cooperating teachers, and school principals- construe teacher quality is essential in understanding how the student teachers articulate their voices and challenge the cultural myths in teacher education. The ethnographic method of research was used to provide an ecological picture of field experiences. Three cultural myths were uncovered based on the thematic analysis of the interview transcripts, observations, and documents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title="teacher quality">teacher quality</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20teaching" title=" practice teaching"> practice teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20agency" title=" student teacher agency"> student teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20myths" title=" cultural myths"> cultural myths</a> </p> <a href="https://publications.waset.org/abstracts/156671/articulations-of-teacher-quality-discourse-through-practice-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1833</span> A Model of Empowerment Evaluation of Knowledge Management in Private Banks Using Fuzzy Inference System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazanin%20Pilevari">Nazanin Pilevari</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamyar%20Mahmoodi"> Kamyar Mahmoodi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to provide a model based on fuzzy inference system for evaluating empowerment of Knowledge management. The first prototype of the research was developed based on the study of literature. In the next step, experts were provided with these models and after implementing consensus-based reform, the views of Fuzzy Delphi experts and techniques, components and Index research model were finalized. Culture, structure, IT and leadership were considered as dimensions of empowerment. Then, In order to collect and extract data for fuzzy inference system based on knowledge and Experience, the experts were interviewed. The values obtained from designed fuzzy inference system, made review and assessment of the organization's empowerment of Knowledge management possible. After the design and validation of systems to measure indexes ,empowerment of Knowledge management and inputs into fuzzy inference) in the AYANDEH Bank, a questionnaire was used. In the case of this bank, the system output indicates that the status of empowerment of Knowledge management, culture, organizational structure and leadership are at the moderate level and information technology empowerment are relatively high. Based on these results, the status of knowledge management empowerment in AYANDE Bank, was moderate. Eventually, some suggestions for improving the current situation of banks were provided. According to studies of research history, the use of powerful tools in Fuzzy Inference System for assessment of Knowledge management and knowledge management empowerment such an assessment in the field of banking, are the innovation of this Research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20empowerment" title=" knowledge management empowerment"> knowledge management empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20inference%20system" title=" fuzzy inference system"> fuzzy inference system</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20Delphi" title=" fuzzy Delphi"> fuzzy Delphi</a> </p> <a href="https://publications.waset.org/abstracts/72815/a-model-of-empowerment-evaluation-of-knowledge-management-in-private-banks-using-fuzzy-inference-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1832</span> Measuring the Economic Empowerment of Women Using an Index: An Application to Small-Scale Fisheries and Agriculture in Sebaste, Antique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ritchie%20Ann%20Dionela">Ritchie Ann Dionela</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorilyn%20Tabuena"> Jorilyn Tabuena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study measured the economic empowerment of women from small-scale fisheries and agriculture sector of Sebaste, Antique. There were a total of 199 respondents selected using stratified random sampling. The Five Domains of Empowerment (5DE) Index was used in measuring the economic empowerment of study participants. Through this composite index, it was determined how women scored in the five domains of empowerment, namely production, resources, income, leadership, and time. The result of the study shows that women fishers are more economically empowered than women farmers. The two sectors showed high disparity in their scores on input in productive decision; autonomy in production; ownership of assets; control over use of income; group member; speaking in public; workload; and leisure. Group member indicator contributed largely to the disempowered population in both sectors. Although income of women farmers is higher than that of women fishers, the latter are still economically empowered which suggests that economic empowerment is not dependent on income alone. The study recommends that fisheries and agriculture organization for women should be established so that their needs and concerns will be heard and addressed. It is further recommended that government projects focused on enhancing women empowerment should also give importance on other factors such as organization and leisure and not just income to totally promote of women empowerment. Further studies on measuring women’s empowerment using other methods should be pursued to provide more information on women’s well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agriculture" title="agriculture">agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20index" title=" composite index"> composite index</a>, <a href="https://publications.waset.org/abstracts/search?q=fisheries" title=" fisheries"> fisheries</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20economic%20empowerment" title=" women economic empowerment"> women economic empowerment</a> </p> <a href="https://publications.waset.org/abstracts/53510/measuring-the-economic-empowerment-of-women-using-an-index-an-application-to-small-scale-fisheries-and-agriculture-in-sebaste-antique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1831</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1830</span> Impact of Organizational and Individual Antecedents on Employees Empowerment in Nigeria's Hospitality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olubunmi%20Kolawole">Olubunmi Kolawole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored how certain organizational antecedents like work environment, and individual antecedents (e.g. job level and tenure) could affect employees empowerment in the hospitality industry. A total of 200 valid responses from a survey conducted in 10 hotels in Lagos Nigeria were received. Data were analyzed using frequency distribution and percentage analysis. Findings suggest that leadership, work environment, as well as tenure and level in the organization are reliable predictors of employees empowerment in Nigeria's hotel sector. Empowerment is a major factor which determines how employees feel about themselves and their jobs. The study concluded that organizations need to learn that an empowered employee will put in superior performance which would positively impact on the organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20empowerment" title="employee empowerment">employee empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20industry" title=" hospitality industry"> hospitality industry</a>, <a href="https://publications.waset.org/abstracts/search?q=individual-level%20antecedents" title=" individual-level antecedents"> individual-level antecedents</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20antecedents" title=" organizational antecedents"> organizational antecedents</a> </p> <a href="https://publications.waset.org/abstracts/43522/impact-of-organizational-and-individual-antecedents-on-employees-empowerment-in-nigerias-hospitality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1829</span> Connections among Personality, Teacher-Student Relationship, Belief in a Just World for Others and Teacher Bullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Yu%20Peng">Hui-Yu Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-I%20Hsueh"> Hsiu-I Hsueh</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Ming%20Chen"> Li-Ming Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most studies focused on bullying behaviors among students, however few research concerns about teachers’ bullying behaviors against students. In order to have more understandings and reduce teacher bullying, it is important to examine what factors may affect teachers’ bullying behaviors. This study aimed to explore the connections between different psychological variables and teacher bullying. Four variables, neuroticism, extraversion, teacher-student relationship, and belief in a just world for others (BJW-others), were selected in this study. Four hundred and five elementary and secondary school teachers in Taiwan endorsed the self-reported surveys. Multiple regression method was used to analyze data. Results revealed that teachers’ BJW-others and extraversion did not have significant correlations with teacher bullying scores. However, closed teacher-student relationship and neuroticism can negatively and positively predict teachers’ bullying behaviors against students, respectively. Implications for preventing teacher bullying were discussed at the end of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belief%20in%20a%20just%20world%20for%20others" title="belief in a just world for others">belief in a just world for others</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20five%20personality%20traits" title=" big five personality traits"> big five personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20bullying" title=" teacher bullying"> teacher bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title=" teacher-student relationship"> teacher-student relationship</a> </p> <a href="https://publications.waset.org/abstracts/100838/connections-among-personality-teacher-student-relationship-belief-in-a-just-world-for-others-and-teacher-bullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1828</span> A Mixed-method Study of Psychological Empowerment in Child Protection Practitioners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20Bromley">Amy Bromley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Child protection practitioners are a vital part of systems designed to protect children from abuse and neglect. Reforms in Anglo-American systems have shown a trend towards compliance-culture that reduces practitioner autonomy and empowerment, increasing staff turnover and negatively impacting outcomes for children. This explanatory mixed-methods study examined psychological empowerment in a national sample of child protection practitioners in Australia (n=109) using the Psychological Empowerment Instrument followed by semi-structured interviews (n=19). The results show that practitioners experience the sub-dimensions of psychological empowerment differently, perceiving themselves to have high levels of competence and satisfaction in their work but limited opportunities for self-determination and low levels of impact on decision-making in their organizations. The qualitative data revealed that practitioners do not trust systemic reforms and have experienced them as ineffective, politically driven, and bureaucratic. The increased compliance demanded from these reforms has left practitioners feeling that their expertise is not valued, leading many to leave their organizations. The practitioners who remain employed in child protection identified their use of advocacy, curiosity, and child-centered values as ways of protecting their psychological empowerment. The findings highlight the ways psychological empowerment can be promoted within child protection systems, improving staff retention and building expertise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20protection" title="child protection">child protection</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20empowerment" title=" psychological empowerment"> psychological empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20theory" title=" systems theory"> systems theory</a> </p> <a href="https://publications.waset.org/abstracts/140563/a-mixed-method-study-of-psychological-empowerment-in-child-protection-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1827</span> Comparative Outlook of Teacher Education in Nigeria and India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Badamasi%20Abdullahi">Muhammad Badamasi Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education, both pre- and in-service programs, is offered in many countries of the world by different teacher education institutions as declared in the Policies on Education of the countries. However, differences exist from one country to another as a result of some factors peculiar to them. Notwithstanding, there also exist similarities among them in regard to teacher education. This paper is expected to dig into teacher education programs in Nigeria and India so that areas of similarities and differences would be highlighted as well as provide a venue for possible recommendation of both countries to learn from one another. All this is directed towards providing a no -border approach in enhancing effective teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service" title=" in-service"> in-service</a> </p> <a href="https://publications.waset.org/abstracts/46975/comparative-outlook-of-teacher-education-in-nigeria-and-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1826</span> Women’s Empowerment on Modern Contraceptive Use in Poor-Rich Segment of Population: Evidence from South Asian Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Asim">Muhammad Asim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Less than half of women in South Asia (SA) use any modern contraceptive method which leads to a huge burden of unintended pregnancies, unsafe abortions, maternal deaths, and socioeconomic loss. Women empowerment plays a pivotal role in improving various health seeking behaviours, including contraceptive use. The objective of this study to explore the association between women's empowerment and modern contraceptive, among rich and poor segment of population in SA. Methods: We used the most recent, large-scale, demographic health survey data of five South Asian countries, namely Afghanistan, Pakistan, Bangladesh, India, and Nepal. The outcome variable was the current use of modern contraceptive methods. The main exposure variable was a combination (interaction) of socio-economic status (SES) and women’s level of empowerment (low, medium, and high), where SES was bifurcated into poor and rich; and women empowerment was divided into three categories: decision making, attitude to violence and social independence. Moreover, overall women empowerment indicator was also created by using three dimensions of women empowerment. We applied both descriptive statistics and multivariable logistic regression techniques for data analyses. Results: Most of the women possessed ‘medium’ level of empowerment across South Asian Countries. The lowest attitude to violence empowerment was found in Afghanistan, and the lowest social independence empowerment was observed in Bangladesh across SA. However, Pakistani women have the lowest decision-making empowerment in the region. The lowest modern contraceptive use (22.1%) was found in Afghanistan and the highest (53.2%) in Bangladesh. The multivariate results depict that the overall measure of women empowerment does not affect modern contraceptive use among poor and rich women in most of South Asian countries. However, the decision-making empowerment plays a significant role among both poor and rich women to use modern contraceptive methods across South Asian countries. Conclusions: The effect of women’s empowerment on modern contraceptive use is not consistent across countries, and among poor and rich segment of population. Of the three dimensions of women’s empowerment, the autonomy of decision making in household affairs emerged as a stronger determinant of mCPR as compared with social independence and attitude towards violence against women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title="women empowerment">women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=contraceptive%20use" title=" contraceptive use"> contraceptive use</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asia" title=" South Asia"> South Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20autonomy" title=" women autonomy"> women autonomy</a> </p> <a href="https://publications.waset.org/abstracts/166785/womens-empowerment-on-modern-contraceptive-use-in-poor-rich-segment-of-population-evidence-from-south-asian-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1825</span> Women’s Empowerment on Modern Contraceptive Use in Poor-Rich Segment of Population: Evidence From South Asian Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Asim">Muhammad Asim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Less than half of women in South Asia (SA) use any modern contraceptive method which leads to a huge burden of unintended pregnancies, unsafe abortions, maternal deaths, and socioeconomic loss. Women empowerment plays a pivotal role in improving various health seeking behaviours, including contraceptive use. The objective of this study to explore the association between women's empowerment and modern contraceptive, among rich and poor segment of population in SA. Methods: We used the most recent, large-scale, demographic health survey data of five South Asian countries, namely Afghanistan, Pakistan, Bangladesh, India, and Nepal. The outcome variable was the current use of modern contraceptive methods. The main exposure variable was a combination (interaction) of socio-economic status (SES) and women’s level of empowerment (low, medium, and high), where SES was bifurcated into poor and rich; and women empowerment was divided into three categories: decision making, attitude to violence and social independence. Moreover, overall women empowerment indicator was also created by using three dimensions of women empowerment. We applied both descriptive statistics and multivariable logistic regression techniques for data analyses. Results: Most of the women possessed ‘medium’ level of empowerment across South Asian Countries. The lowest attitude to violence empowerment was found in Afghanistan, and the lowest social independence empowerment was observed in Bangladesh across SA. However, Pakistani women have the lowest decision-making empowerment in the region. The lowest modern contraceptive use (22.1%) was found in Afghanistan and the highest (53.2%) in Bangladesh. The multivariate results depict that the overall measure of women empowerment does not affect modern contraceptive use among poor and rich women in most of South Asian countries. However, the decision-making empowerment plays a significant role among both poor and rich women to use modern contraceptive methods across South Asian countries. Conclusions: The effect of women’s empowerment on modern contraceptive use is not consistent across countries, and among poor and rich segment of population. Of the three dimensions of women’s empowerment, the autonomy of decision making in household affairs emerged as a stronger determinant of mCPR as compared with social independence and attitude towards violence against women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title="women empowerment">women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20contraceptive%20use" title=" modern contraceptive use"> modern contraceptive use</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asia" title=" South Asia"> South Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20autonomy" title=" women autonomy"> women autonomy</a> </p> <a href="https://publications.waset.org/abstracts/166280/womens-empowerment-on-modern-contraceptive-use-in-poor-rich-segment-of-population-evidence-from-south-asian-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1824</span> Teacher Professionalisation and Professionalism Discourses in Teacher Unions: A Case Study of New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huidan%20Niu">Huidan Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing research has focused extensively on teachers’ professional experience in education reforms. However, there is a lack of research on the role and influence of teacher unions in education policy. This study aimed to examine how teacher unions frame teacher professionalisation and professionalism discourses. Critical education policy scholarship study was adopted. This study positioned teacher professionalisation and professionalism discourses within their socio-political contexts to explore how the meanings of teacher professionalisation and professionalism are constructed, as well as how teacher unions, as collective actors, shape these discourses. This study examined the development of professionalisation and professionalism discourses in the two main teacher unions in Aotearoa, New Zealand, the New Zealand Educational Institute, TeRiuRoa (NZEI), and the New Zealand Post-Primary Teachers’ Association, TeWehengarua (PPTA). The data were collected from documents and archival material, as well as elite interviews. Twenty-four union leaders, including national presidents, secretaries, executives, and senior union officials, participated in the study. The data analysis followed a grounded theory method: from codes to themes. The findings of the study suggest that the teacher unions, as teachers’ collective (powerful) voices, appeared to highlight tension and confrontation between the teaching profession and governments with respect to the meanings of teacher professionalisation and professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20education%20policy%20scholarship" title="critical education policy scholarship">critical education policy scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=governments" title=" governments"> governments</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalisation" title=" teacher professionalisation"> teacher professionalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20unions" title=" teacher unions"> teacher unions</a> </p> <a href="https://publications.waset.org/abstracts/149517/teacher-professionalisation-and-professionalism-discourses-in-teacher-unions-a-case-study-of-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1823</span> Women’s Empowerment on Modern Contraceptive Use in Poor-Rich Segment of Population: Evidence From South Asian Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Asim">Muhammad Asim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehvish%20Amjad"> Mehvish Amjad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Less than half of women in South Asia (SA) use any modern contraceptive method which leads to a huge burden of unintended pregnancies, unsafe abortions, maternal deaths, and socioeconomic loss. Women empowerment plays a pivotal role in improving various health seeking behaviours, including contraceptive use. The objective of this study to explore the association between women's empowerment and modern contraceptive, among rich and poor segment of population in SA. Methods: We used the most recent, large-scale, demographic health survey data of five South Asian countries, namely Afghanistan, Pakistan, Bangladesh, India, and Nepal. The outcome variable was the current use of modern contraceptive methods. The main exposure variable was a combination (interaction) of socio-economic status (SES) and women’s level of empowerment (low, medium, and high), where SES was bifurcated into poor and rich; and women empowerment was divided into three categories: decision making, attitude to violence and social independence. Moreover, overall women empowerment indicator was also created by using three dimensions of women empowerment. We applied both descriptive statistics and multivariable logistic regression techniques for data analyses. Results: Most of the women possessed ‘medium’ level of empowerment across South Asian Countries. The lowest attitude to violence empowerment was found in Afghanistan, and the lowest social independence empowerment was observed in Bangladesh across SA. However, Pakistani women have the lowest decision-making empowerment in the region. The lowest modern contraceptive use (22.1%) was found in Afghanistan and the highest (53.2%) in Bangladesh. The multivariate results depict that the overall measure of women empowerment does not affect modern contraceptive use among poor and rich women in most of South Asian countries. However, the decision-making empowerment plays a significant role among both poor and rich women to use modern contraceptive methods across South Asian countries. Conclusions: The effect of women’s empowerment on modern contraceptive use is not consistent across countries, and among poor and rich segment of population. Of the three dimensions of women’s empowerment, the autonomy of decision making in household affairs emerged as a stronger determinant of mCPR as compared with social independence and attitude towards violence against women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title="women empowerment">women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20contraceptive%20use" title=" modern contraceptive use"> modern contraceptive use</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Asia" title=" South Asia"> South Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=socio%20economic%20status" title=" socio economic status"> socio economic status</a> </p> <a href="https://publications.waset.org/abstracts/165467/womens-empowerment-on-modern-contraceptive-use-in-poor-rich-segment-of-population-evidence-from-south-asian-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1822</span> The Impact of Structural Empowerment on Risk Management Practices: A Case Study of Saudi Arabia Construction Small and Medium-Sized Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Alyami">S. Alyami</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mohammad"> S. Mohammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> These Risk management practices have a significant impact on construction SMEs. The effective utilisation of these practices depends on culture change in order to optimise decision making for critical activities within construction projects. Thus, successful implementation of empowerment strategies would enhance operational employees to participate in effective decision making. However, there remain many barriers to individuals and organisations within empowerment strategies that require empirical investigation before the industry can benefit from their implementation. Gaps in understanding the relationship between employee empowerment and risk management practices still exist. This research paper aims to examine the impact of the structural empowerment on risk management practices in construction SMEs. The questionnaire has been distributed to participants (162 employees) that involve projects and civil engineers within a case study from Saudi construction SMEs. Partial least squares based structural equation modeling (PLS-SEM) was utilised to perform analysis. The results reveal a positive relationship between empowerment and risk management practices. The study shows how structural empowerment contributes to operational employees in risk management practices through involving activities such as decision making, self-efficiency, and autonomy. The findings of this study will contribute to close the current gaps in the construction SMEs context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20SMEs" title="construction SMEs">construction SMEs</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management "> risk management </a> </p> <a href="https://publications.waset.org/abstracts/125468/the-impact-of-structural-empowerment-on-risk-management-practices-a-case-study-of-saudi-arabia-construction-small-and-medium-sized-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1821</span> Assessing the Empowerment of Muslim Women in Malawi: A Case Study of the Muslim Women Organisation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulemu%20Maseko">Ulemu Maseko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a critical assessment of the empowerment of Muslim women in Malawi. The study assessed, evaluated, and analyzed how the Muslim Women Organization (MWO) has influenced gender equality and women empowerment in different Islamic communities. In analyzing the data collected for this research, the study has examined the following topics: The way MWO has interpreted Islamic women’s rights, the various stereotypes Muslim women face, and lastly, the factors contributing to the limitation of Muslim women’s rights in Malawi. Towards this analysis, the study revealed that women groups such as MWO are crucial in understanding Muslim women and the different dynamics related to their empowerment. Therefore, it is necessary to understand how Muslim women comprehend various Islamic sources and how they link religion to their position and participation in society. To achieve the scope of this study, relevant works of literature that best described Islam in Malawi, Muslim women groups, and women empowerment in Malawi were used, coupled with a qualitative research approach that involved interviews, focus group discussions, and participant observations. In addition, phenomenology and feminist theoretical frameworks were used to examine and analyze the findings. Based on the findings, it can be concluded that MWO is a significant body for gender equality and women empowerment initiatives in the Malawian Islamic community. Since its establishment in 1985 till the time of this study, MWO has been an imperative driving force towards an Islamic women’s discourse that uses Islamic teachings, faith, policies, and practices to justify the role of the Muslim woman in society. This has been enlightening for their platform and has given them more confidence to justify the empowerment of Muslim women and support different initiatives towards social change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam" title="Islam">Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=Malawi" title=" Malawi"> Malawi</a> </p> <a href="https://publications.waset.org/abstracts/183806/assessing-the-empowerment-of-muslim-women-in-malawi-a-case-study-of-the-muslim-women-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1820</span> Community Empowerment: The Contribution of Network Urbanism on Urban Poverty Reduction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Antonela%20Mitidieri">Lucia Antonela Mitidieri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research analyzes the application of a model of settlements management based on networks of territorial integration that advocates planning as a cyclical and participatory process that engages early on with civic society, the private sector and the state. Through qualitative methods such as participant observation, interviews with snowball technique and an active research on territories, concrete results of community empowerment are obtained from the promotion of productive enterprises and community spaces of encounter and exchange. Studying the cultural and organizational dimensions of empowerment allows building indicators such as increase of capacities or community cohesion that can lead to support local governments in achieving sustainable urban development for a reduction of urban poverty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20spaces" title="community spaces">community spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20urbanism" title=" network urbanism"> network urbanism</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20process" title=" participatory process"> participatory process</a> </p> <a href="https://publications.waset.org/abstracts/80422/community-empowerment-the-contribution-of-network-urbanism-on-urban-poverty-reduction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=61">61</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=62">62</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teacher%20empowerment&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>