Abstract:

It is believed that lack of teachers’ empowerment in job related activities cause de-motivation which leads to poor performance in attaining goals at individual and organizational level. On the other hand, empowerment in doing assigned tasks increases teachers’ responsibilities; however, it enables them to perform their duties with more commitment and dedication. Consequently, individuals with more sense of responsibilities can contribute towards the achievement of organizational goals. The purpose of conducting this study was to explore teachers’ perceptions and beliefs about their experiences of empowerment in job related tasks in one of the teacher educational institutions in Gilgit-Baltistan Pakistan. Case study method was adopted to explore perceptions and rich experiences of the respondents selected through purposive sampling technique based on their length of service. The data were gathered from research participants through semi-structured interviews followed by some probing questions for clarity. Furthermore, data were analyzed by coding, categorizing similar and dissimilar chunks of information and recurring phrases under certain themes and were interpreted them into sensible ideas. Analyzing data generated some prominent themes such as the role of principal and organizational culture in empowering teachers at work place. Finally, most of the findings indicate that teachers are less empowered in their job related activities and they are not provided a conducive working environment. Moreover, it was revealed that lack of teachers’ empowerment and poor working environment negatively affect performance of individuals and organization. The study recommends that school leadership should empower teachers and create a conducive working environment to enhance the performance of teachers and school.

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