Influence of Empowerment on Teachers’ Organizational Behaviors

Abstract

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

“…In addition, more than a half of teachers reported improvement in self -efficacy, status, and problem solving ability. The study findings are consistent with the findings in a study by Tindowen (2019), which revealed that empowered teachers had high level of self-efficacy and professional growth. They have ability and power to handle various situations and overcome challenges.…”

“…Not only are empowered teachers in charge of their own development, but they are also powerful agents of change. Their knowledge and competencies are important in restructuring education process (Tindowen, 2019;Braga, Jones, Bulger & Elliot, 2016). UNESCO (2017) shows that there are competencies that enable an individual to be proactive, self-organised, and focused in different contexts and situations.…”

“…Balyer, Ozcan and Yildiz (2017) argue that empowerment is a crucial issue in professional development since empowered teachers can discover their potential and limitations for themselves as well as developing the required competences in their professional development. In addition, empowered teachers have the ability of exploiting opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity of influencing students (Tindowen, 2019). Therefore, empowerment has positive influence on teachers' perception towards their knowledge, skills, and talents in helping and establishing programme for their students.…”

Influence of Organizational Culture on Teachers' Organizational Commitment and Job Satisfaction: The Case of Catholic Higher Education Institutions in the Philippines

“…Through the years, human resources are considered as the most important assets in any organization. Human resources are the moving force of an organization and harnessing their capabilities will contribute much in bringing about quality and productivity (Tindowen, 2019;Wright & McMahan, 2011;Ployhart & Molterno, 2011). Because persons are vital in organizations, it is then necessary that top level management should treat them as the utmost priority.…”

The Role of Pedagogical Practices in Novice Teachers' Work

“…Teachers' self-efficacy beliefs have impact on teachers' goals, the efforts they invest in teaching, and their persistence when they face obstacles (Rimm-Kaufman & Hamre, 2010;Tschannen-Moran et al, 1998). Tindowen (2019) found that teachers' self-efficacy predicts organizational behaviours which include affective organizational commitment, continuance organizational commitment, normative organizational commitment, supervisory support, job involvement, organizational citizenship behaviour, teacher professionalism commitment, and professional commitment to teaching work.…”