It is well acknowledged that teachers' wellbeing has an impact on teachers' work and play a deciding role in the achievements and improvement of both students and schools. A positive internal environment will ensure that teachers are happy and enjoy their work. This study focuses on the relationship between teacher empowerment (TE) and teacher wellbeing at the workplace (TWB). It examines the various subscales of TE to determine the subscales that best predict TWB. The study tool consists of the adapted instrument, the School Participant Empowerment Scale (SPES) that measures teachers' perceived empowerment and a modified version of the Workplace Wellbeing Index that measures TWB. This study was a cross-sectional survey involving 371 schoolteachers selected via multi-stage sampling in one of the states in Malaysia. Results showed no significant difference in TWB based on the demographic factors (gender and age). Results also indicated significant positive correlations between TE and TWB (r=.64, p<0.01) and TE explained as high as 60% of the variance in TWB (r2=.60, F=91.187). Separate analysis of the TE dimensions witnessed only the Decision-Making dimension positively and significantly predicted TWB (β=0.65, p<0.05).

Teacher empowerment is increasingly gaining attention among scholars and practitioners across educational contexts due to positive outcomes, especially for school effectiveness in general. Teachers should be empowered to improve their efficiency and professionalism based on their capabilities towards achieving an enhanced teacher workplace and well-being in schools. Therefore, this study validated the measurement model of teacher empowerment as a result of a modification in the School Participation Empowerment Scale (SPES) developed by Short and Rinehart (1992). Three items were removed due to the difference in culture, while 35 of the items were retained and modified. The questionnaires were distributed to 371 respondents using multi-stage sampling. These respondents were secondary school teachers from the state of Kelantan. Confirmatory factor analysis (CFA) in Structural Equation Modelling in AMOS version 24 was employed to assess the fitness of the measurement model. The results showed that fitness indexes achieved the level of acceptance (RMSEA = .066, CFI = .926, TLI = .920, ChiSq / df = 2.611). Therefore, this model is suitable for the teacher empowerment construct. This study hopes to be of use in future research on teacher empowerment that could bring further improvement in school effectiveness.

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As integration of Theory Z and Fiedler’s Contingency Theory in leadership, this study proposed a new model to reveal the underlying mechanism of psychological elements such as leadership practices, teacher empowerment, and teachers’ workplace wellbeing towards teachers’ organizational commitment (TOC). Despite the relevance of contextual leadership  practices (CLP) and teachers’ emotion in school effectiveness, little is known about the implication, specifically on TOC. Data were gathered from a sample of 371 secondary school teachers selected by multi-stage random sampling method from one of the states in Malaysia and structural equation modelling was employed to assess the proposed model. Results using Structural Equation Modeling confirmed that these psychological elements directly and positively influence TOC. Additionally,  teacher empowerment (TE) and teachers’ workplace wellbeing (TWW) as serial mediators significantly explained the indirect relationship sequentially. Findings provide an evidence of how a novel and comprehensive model can be practiced to enhance TOC through a serial mechanism as proposed by the integration of Theory Z and Fiedler’s Contingency Theory in leadership.

Harmony and enjoyment at workplace have a positive influence on commitment, work productivity and loyalty to the organization. Therefore, this study aims to identify the level of harmony that consists of the dimensions of self-motivation, external motivation, physical environment, psychosocial and personal health among IPG Campus lecturers in Penninsular Malaysia. This study also aims to identify the differences level of harmony based on demographic factors (gender, age, academic qualifications and service duration) among the lecturers. Data was collected by a cross-sectional survey through the Teacher Institution's Well-being Questionnaire (TIWEQ) constructed by the researchers. The questionnaire had also been tested for the validity and reliability. A total of 857 samples were involved in this study. The findings of the study showed that the level of harmony among IPG campus lecturers in Peninsular Malaysia is at a high level of 53.2 percent (n = 456). Based on the dimensions, it was found that the highest mean value is the self-motivation dimension (M = 3.68, SD = 0.38) while the lowest mean value is the personal health dimension (M = 2.79, SD = 0.59). This finding contributes to the field of knowledge that the importance of balance between external and internal harmony for the sustainability of the education system. In addition, it is also necessary to create a harmony profile for each IPG.