Abstract
Over the past few decades, women's empowerment has been a topic of intense debate and thought. This agenda has also been at the top of the lists for most government plans and initiatives. This study sought to answer what are the views of the teachers on women empowerment in the workplace. This study also determined the indicators in the questionnaire developed in determining the teacher-empowerment practices of the school heads. An exploratory-sequential mixed method design was used. In this design, the researcher first conducted a qualitative investigation of the research issue with a small group of people. The qualitative findings are then used to help construct items and scales for a quantitative survey instrument based on the themes that emerged from the respondents' responses. The researcher quantitatively deployed and validated the designed instrument in the second data gathering phase. Seven public school teachers participated in an in-depth interview and ten participated in a focus group discussion. One hundred fifty teachers were asked to participate in the study's validity and reliability test of the instrument that was constructed based on the qualitative investigation. The teachers’ views on empowerment in the workplace generated themes such as professional development; holistic growth; and volunteerism and commitment; support and motivation; mentoring; creativity; and student engagement. Based on the results of qualitative and quantitative analysis, the measurement tool suitable for evaluating teacher empowerment in the workplace is a five-factor model of Teachers' Views on Women Empowerment in the Workplace scale with 31 items.
Keywords: Teachers, Views, Women Empowerment, Workplace, Exploratory-Sequential Approach