Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours,psychological empowerment and work-related outcomes |
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| Institution: | 1. Department of Psychological Studies, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, N.T., Hong Kong Special Administrative Region;2. Department of Education Policy and Leadership, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, N.T., Hong Kong Special Administrative Region;3. Department of Curriculum and Instruction, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, N.T., Hong Kong Special Administrative Region;1. China Ocean University, China;2. Chulalongkorn University, Thailand;3. University of Johannesburg, South Africa;4. East China Normal University, China;1. Chulalongkorn University, Thailand University of Johannesburg, South Africa;2. Ocean University of China, China |
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| Abstract: | This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers' work-related outcomes in terms of job satisfaction, organisational commitment and professional commitment. 304 teachers in Singapore participated in this study. Results from path analysis indicated that the four dimensions of psychological empowerment (i.e. ‘meaning’, ‘competence’, ‘autonomy’, and ‘impact’) mediated the relationships between teachers' perceptions of immediate supervisor's empowering behaviours and teachers' work-related outcomes. However, only ‘meaning’, ‘autonomy’ and ‘impact’ dimensions of psychological empowerment mediated the relationships between teachers' perceptions of principal's empowering behaviours and teachers' work-related outcomes. |
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| Keywords: | School leader empowering behaviours Mediating role of psychological empowerment Job satisfaction Organisational commitment Professional commitment Singapore education context |
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