The Mediating Effect of Teachers’ Empowerment on Transformational Leadership and School Effectiveness

Mediating Role of Teacher Empowerment on the Relationship between Instructional Leadership and School Effectiveness

“…Thus, the independent variable (Instructional leadership), the mediating variable (Teacher empowerment) and the dependent variable (School effectiveness) could be seen as interwoven together. This finding is in agreement with that of Maniam et al (2017) who discovered in his study that, teacher empowerment significantly mediates instructional leadership and school effectiveness. Javaria et al (2020) also found in their study that, teachers' empowerment mediates the relationship between authentic instructional leadership and school effectiveness in Pakistan.…”

“…According to him, if teachers are given autonomy to decide on their jobs, have an impact on school decisions and provided with trainings on how to conduct their jobs, then the school will be more effective. Furthermore, Maniam et al (2017) found in their study that, there is a significant relationship between teachers' empowerment and school effectiveness indicating that one of the crucial factors that affect school effectiveness is teachers' empowerment.…”

The Relationship between Organisational Factors and Teachers’ Psychological Empowerment: Evidence from Lithuania’s Low SES Schools

“…This means that they perceive their work as meaningful, believe in what they do at work, have a positive attitude towards work, feel that they can make decisions independently in various work situations, influence decisions, perceive themselves as competent to do their work properly, can overcome difficulties and achieve the desired results. As other researchers claim, these characteristics increase the teachers' effectiveness (Ahmed and Malik 2019;Sharif et al 2013), teacher job satisfaction and well-being (Bogler and Nir 2012), reduce the likelihood of teacher burnout (Tsang et al 2022) and are particularly significant when working with students in low-SES-context schools (Maniam et al 2017). However, it should be noted that, although teachers rated the expressiveness of all three dimensions of psychological empowerment similarly, teachers rated the dimension of decision-making as less expressive, and the dispersion of responses in this dimension was the highest compared to the other two dimensions of psychological empowerment.…”

“…Research shows that teacher empowerment is one of the main aspects for an effective teacher job performance (Ahmed and Malik 2019;Sharif et al 2013), job satisfaction (Ahrari et al 2021;Liu et al 2021), bigger intrinsic motivation (Oberfield 2016), and students' higher academic achievement (Maniam et al 2017). It was established that teacher psychological empowerment positively correlates with such organisational behaviour as organisational commitment (Mohammad et al 2022), professional commitment (Lee and Nie 2014), organisational citizenship behaviour (Macsinga et al 2015;Saleem et al 2017) and negatively correlates with a turnover intention (Wijayanti et al 2020;Ahrari et al 2021;Tindowen 2019).…”

“…It should be noted that low-SES (socioeconomic status) schools must also become the object of these studies. Research claims that the psychological empowerment of teachers significantly contributes to the academic achievement and learning success of students from low socioeconomic status (SES) (Maniam et al 2017).…”