The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

Altınkurt, Yahya; Anasız, Burcu Türkkaş; Ekinci, C. Ergin

doi:10.15390/eb.2016.6437

Cited by 5 publications

(10 citation statements)

References 59 publications

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“…Teachers' perceptions in the dimension of individual empowerment were higher when compared to their perceptions in relational empowerment. This finding concurs with many studies to be found in the literature (e.g., Altınkurt et al, 2016;Çekmecelioğlu & Eren, 2007;İlisu, 2012;Karadal & Kılıç, 2008). Individual empowerment refers to individual's self-confidence, whereas relational empowerment refers to the distribution of power by administrators (Odabaş, 2014).…”

Section: Results Discussion and Suggestionssupporting

confidence: 92%

“…Teachers' general structural empowerment was found to be above the medium level. This result is consistent with other studies in the literature which used different data collection tools to assess structural empowerment (Altınkurt, Türkkaş-Anasız, & Ekinci, 2016;Odabaş, 2014). For teachers to feel themselves structurally empowered, working in a supportive, facilitative environment and participating in decision-making processes are crucial.…”

Section: Results Discussion and Suggestionssupporting

confidence: 92%

“…Regarding these three dimensions, elementary school teachers had higher structural empowerment perceptions than lower secondary and upper secondary school teachers. Altınkurt et al (2016) achieved similar results in their study using a different scale, with differences found in favor of elementary school teachers in knowledge and opportunity, solidarity climate, and work conditions dimensions of structural empowerment. The reason for elementary school teachers having higher structural empowerment perceptions might stem from a more collaborative culture and intimate climate in these schools.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 56%

“…Teachers' psychological empowerment differed in terms of gender in the study of Odabaş (2014). In the study of Altınkurt et al (2016), there were differences seen in favor of female teachers. It is therefore thought that in-depth qualitative studies should be conducted in order to find out the reason behind these differences in findings.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 90%

“…However, empowering teachers can make a significant contribution to both teachers and schools. According to Altınkurt et al (2016), structurally empowered teachers have higher organizational commitment, job satisfaction, and job efficiency.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

See 4 more Smart Citations

The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

Yorulmaz¹,

Çolak²,

Sağlam³

2018

jesr

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The purpose of this study was to find out the relationship between teachers' structural and psychological empowerment and their autonomy. This study was designed in the survey model. The research population consisted of teachers working at elementary, lower and upper secondary schools in the Menteşe district of Muğla city, Turkey. The sample of the study consisted of 325 teachers selected by using disproportionate cluster sampling technique. The Teacher Structural Empowerment Scale, Psychological Empowerment Scale, and Teacher Autonomy Scale were used as the data collection instruments. Descriptive statistics, t-test, ANOVA, and hierarchical regression analysis were used to analyze the data. According to the results of the research, teachers' structural empowerment was above medium level. Teachers had a high level of psychological empowerment and of general autonomy. Structural empowerment explained 47% of teacher autonomy on its own. Including psychological empowerment, it provided a 6% contribution to the model. Autonomy-supportive environment, facilitative school environment, and participatory decision-making environment dimensions of structural empowerment, together with individual empowerment and relational empowerment of psychological empowerment were found to be the meaningful predictors of teacher autonomy.

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Section: Results Discussion and Suggestionssupporting

confidence: 92%

Section: Results Discussion and Suggestionssupporting

confidence: 92%

Section: Results Discussion and Suggestionsmentioning

confidence: 56%

Section: Results Discussion and Suggestionsmentioning

confidence: 90%

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

See 3 more Smart Citations

The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

Yorulmaz¹,

Çolak²,

Sağlam³

2018

jesr

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The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions

ERTÜRK

2023

BUEFAD

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This study aims to determine the relationship between school administrators' supportive behaviours and psychological empowerment according to teacher perceptions, relational survey model as a quantitative research method was used. The population of the study consisted of 400 teachers working at primary schools in central Bolu, Turkey in the 2020-2021 academic year. As data collection instruments, Administrator Support Scale (PSS) and Psychological Empowerment Scale (PES) were used. Since the data showed normal distribution, parametric tests were employed in the analysis of the data. According to the results of the study, the fact that the teachers' perceptions of the supportive behaviors of the school administrators in terms of emotional and educational support are at the level of slightly agree shows that school administrators are inadequate at supporting teachers emotionally and educationally. Since the school administrators who should be the closest source of information in the professional development of the teachers have supervision and guidance duties, it should be taken into consideration that they are incapable of supporting the teachers in educational sense. That the teachers’ perceptions of psychological empowerment in the dimension of self-determination are at the moderate level is also a striking result. There is a positive and highly significant relationship between the supportive behaviours of school administrators and teachers' perceptions of psychological empowerment. Supportive behaviors of school administrators are a significant predictor of teachers' perceptions of psychological empowerment

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The Relation between Learning-Centered Leadership and Structural Empowerment of Teachers

Akgün¹

2021

IOJES

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The aim of the current study is to determine whether there is any significant relationship between school administratiors learning-centered leadership and teachers structural empowerment, based on tehacers' opinion. The research was designed with the correlational survey model. The participants consist of 261 volunteer teachers working in Bolu central district in the academic year of 2020-2021.Personal information form, learning-centered leadership scale, and teachers structural empowerment scale were used as data colletion tools. The data were analyzed with SPSS software.According to the results of Kolmogrov-Smirov test for normality, it was seen that the data were not distributed normally. That's why Mann-Whitney U and Kruskal Wallis were employed for the data analysis. Spearman corelation analysis was used in order to determine the relationship between learning-centered leadership and teachers structural empowerment. The results of the research show that teacher opinions on learning-centered leadership and structural empowerment are at high level.Also, there are no significances in learning-centered leadership and structural empowerment in terms of gender professional seniority, working period with school manager. While the variable of working period at school makes a significant difference in the factors of managing curriculum and being a role-model of learning-centered leadership, there is no significance in the other factors and the scale. The variable of working period at school does not make a significant difference in teachers structural empowerment an its factors. There is a significant, positive and high relationship between learning-centered leadership and teachers structural empowerment.

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The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

Cited by 5 publications

References 59 publications

The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions

The Relation between Learning-Centered Leadership and Structural Empowerment of Teachers

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