Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis

Ahrari, Seyedali; Roslan, Samsilah; Zaremohzzabieh, Zeinab; Rasdi, Roziah Mohd; Samah, Asnarulkhadi Abu

doi:10.1080/2331186x.2021.1898737

Cited by 31 publications

(36 citation statements)

References 52 publications

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“…Teachers' job satisfaction is a key element for the solidity of the teaching force and the quality of teaching in educational institutions, which makes it of great importance for educational managers and administrators (Ahrari et al, 2021; Baroudi et al, 2020). This interest is manifested as a strong need to study the organizational elements and factors which are strongly related to teacher satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Empowerment and job satisfaction in university teachers: A theory of power in educational organizations

Borrego

Orgambídez-Ramos

Jaureguialde

2022

Psychology in the Schools

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While the importance of teacher job satisfaction is well documented, the processes and mechanisms by which educational institutions manage to influence the satisfactions of their members are not. Studies on the organizational elements associated with satisfaction have focused on isolated factors without the common umbrella of a consolidated theoretical model. Based on Kanter's theory of power in organizations, we aimed to analyze the mediator role of psychological empowerment between structural empowerment and job satisfaction in a sample of 267 university teachers in southern Spain. A cross-sectional study was carried out, utilizing questionnaires for data collection and convenience sampling. Percentile confidence intervals, based on 5000 resamples, were calculated to test the mediation model. Results showed that a two-way

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Section: Discussionmentioning

confidence: 99%

Empowerment and job satisfaction in university teachers: A theory of power in educational organizations

Borrego

Orgambídez-Ramos

Jaureguialde

2022

Psychology in the Schools

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“…Overall, teacher empowerment has been conceptualized from three perspectives. First, some scholars examine teacher empowerment as a multifaceted process (e.g., Short and Rinehart, 1992;Short, 1994;Klecker and Loadman, 1998;Bogler, 2005;Lee et al, 2011;Avidov-Ungar and Arviv-Elyashiv, 2018;Tindowen, 2019;Ahrari et al, 2021). Teacher empowerment is defined as a process where teachers develop the competencies to take charge of their own development and address their own problems (Maeroff, 1988;Short, 1994).…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

Peng

Nair

2022

Front. Psychol.

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The promotion system in Chinese universities has been undergoing a reform since 2017. This study employed an online survey validated by confirmatory factor analysis with 372 Chinese teachers to investigate the extent to which they were empowered by the two practices of participation in decision-making and professional growth in the reform and level of their appraisal of and behavioral intentions toward the new promotion system. Structural equation modeling was used to measure how the two empowerment practices influenced the teachers' appraisal of and behavioral intentions toward the new system. The findings suggest that the Chinese teachers had low participation in decision-making and medium institutional support for professional growth, relatively low nonmonetary cost-benefit appraisal and medium practicality and fairness appraisal of the new system, and relatively high behavioral intentions to increase efforts according to the new system. Besides, participation in decision-making had a significantly direct effect on practicality and nonmonetary cost-benefit appraisal. Professional growth had a significantly direct effect on practicality, fairness, and nonmonetary cost-benefit appraisal and behavioral intentions. Nonmonetary cost-benefit appraisal had a significantly direct effect on behavioral intentions. The implications are that, in promotion system reforms, the two empowerment strategies of shared decision-making and professional growth can help establish a new promotion system with high nonmonetary cost-benefits for teachers and raise teachers' behavioral intentions to develop and pursue promotion. They can also contribute to the formulation of a new promotion system that effectively evaluates individual teacher's achievements according to the characteristics of the specific university, teacher type, and discipline. This study had the limitations of using convenience sampling, collecting cross-sectional data through self-administered questionnaires, and reporting only teachers' side of the story. Therefore, it is recommended that future studies target both teachers and administrators, employ a mixed-method design, collect quantitative data through random sampling, and take a longitudinal view.

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“…providing tools and materials to employees and supporting them financially) (Bhanthumnavin, 2001, cited in Kalagan, 2009. School principals provide support by enabling the personal development of teachers, promoting their professional development, providing materials, and helping to solve problems (Ahrari et al, 2021). Teacher empowerment is about creating opportunities (Yunus et al, 2021).…”

Section: Teachers Empowerment Strategies Of School Principalsmentioning

confidence: 99%

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

CELIK¹,

Kıral²

2022

ENAD

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This research was carried out to determine the empowerment strategies school principals should implement and the reasons for not being empowering. It was conducted with four elementary school teachers and four school principals in a city in the Aegean Region in the 2017-2018 academic year. In the study, descriptive phenomenology design, one of the qualitative research designs, was used. According to the results, it was revealed that the empowerment strategies to be implemented by school principals were classified under the categories of physical and psychological support, communication, school functioning, and teacher autonomy. The reasons for not making teacher empowerment by school principals were determined as personal, administrative, financial, and limited authority reasons. What the Ministry of National Education should do for teacher empowerment was revealed. They should adopt policies that support personal development and teacher autonomy, increase the authority of school principals, and make changes in the legislation. Following the findings, various suggestions were made on such issues as increasing financial resources that hinder empowerment.

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Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis

Cited by 31 publications

References 52 publications

Empowerment and job satisfaction in university teachers: A theory of power in educational organizations

Empowerment and job satisfaction in university teachers: A theory of power in educational organizations

Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

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