Empowerment in education: Breaking barriers to reform

Abstract

Background: Educational staff are central to educational reform, provided they are empowered. Through empowerment, higher education staff’s efficiency and productivity significantly impact the performance of colleges and universities. Unfortunately, red tape and strict hierarchical structures prevent educational staff from reforming the educational environment.
Aim: This study identified the factors contributing to staff empowerment at higher education institutions in Ghana.
Setting: The research was conducted among permanent employees from four universities in Ghana. The 386 participants comprised 60.6% males and 39.4% females. Among the participants, 33.1% had up to a postgraduate level qualification, while 44.5% were senior staff in the public universities.
Method: A quantitative research approach was used. The study participants were selected from four public universities in Ghana using proportionate stratified probability sampling. The sample comprised 482 employees, of whom 386 participants completed a self-developed Empowerment questionnaire. Descriptive and inferential statistics were employed to identify the key factors of empowerment.
Results: Exploratory and confirmatory factor analysis identified a three-construct measurement model for empowerment: Meaningfulness, autonomy and/or decision-making and competence.
Conclusion: The traditional conceptualisation of empowerment no longer aligns with contemporary work environments, specifically higher education institutions. Investigating empowerment at higher education institutions would assist in reviewing policies and strategies needed to reform educational institutions. The study’s findings provide actionable insights for leaders and decision-makers to communicate a compelling vision, empower employees, adapt leadership approaches and support empowerment across all job levels. These strategies can create an engaged and committed workforce, ultimately contributing to the reform of public universities.
Contribution: This study contributes to the understanding of employee empowerment in higher education by extending the meaning of empowerment beyond traditional definitions, reflecting the changing dynamics of modern educational environments. The findings offer practical guidance for university leaders and policymakers to design strategies that enhance staff engagement and commitment, thereby fostering institutional reform.