The interest in teacher empowerment has risen in recent years. Studies related to teacher empowerment have concentrated on the effect of certain structural arrangements and administrative practices on individual and organizational outcomes. This qualitative research attempts to determine the sources and affective components of teacher's weakness on the basis of teachers' opinions. Thus, it presents different perspectives on policies and practices to be developed for teacher empowerment. The participants of the research, which was designed as a descriptive case study, are comprised of 20 teachers who were selected via the maximum variation sampling and working in Kilis Province. The data of the research were collected by means of a semi-structured interview form and a closed-ended questionnaire. Participating teachers were asked questions about their feelings of weakness they experienced in the classroom, in the school and in their social lives due to their profession. In the closed-ended questionnaire, participating teachers were asked about their feelings in case of a weakness. Content analysis and frequency analysis were performed for the analysis of the data. As a result of the research, profession's status and characteristics, school culture and climate, management style of school principals, student characteristics, school conditions and resources, parents' attitude and behaviour, education and teacher policies, individual factors in the context of professional competence and work family conflict has been identified as factors that could lead to teacher weakness. Moreover, the findings of the research indicate that their feelings of fatalism, submission, withdrawal and anxiety were the affective components of teacher's weakness depending on the situation of weakness.
Teacher empowerment, teacher's weakness, teachers' opinions