Date of Award


Publication Type

Master Thesis

Degree Name




First Advisor

Morton, L.,


Education, Administration.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


Principals, as managers of education reform, have influenced the change process of schools through teacher empowerment. An explanation of principal influence is social influence theory of social psychology, which suggests expertness (perceived specialized skills and knowledge), trustworthiness (perceived willingness to serve the best interests of the school), and social attractiveness (perceived similarity to teachers), are powerful contributors to influence. This study replicated Teacher Empowerment and Principal Leadership: Understanding the Influence Process (Rinehart et al., 1998), to explore the relationship between teachers' perceptions of principals' social influence and their own feelings of empowerment. Results of this study, which examined high school teachers, indicated that expertness was the strongest predictor of social influence theory to emerge in the regression analysis, but trustworthiness and social attractiveness also correlated with teachers' perceptions of empowerment. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .M67. Source: Masters Abstracts International, Volume: 42-02, page: 0369. Adviser: L. Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2003.