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

Borrego, Yolanda; Orgambídez-Ramos, Alejandro; Jaureguialde, Begoña Mora

doi:10.1002/pits.22790

Cited by 4 publications

(11 citation statements)

References 36 publications

(134 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' empowerment is considered to be an essential job resource that may promote school effectiveness (Bogler and Somech, 2004;Borrego et al, 2023). The educational research The regression coefficients are unstandardized School management team empowerment has mainly focused on the implications of personal empowerment on school outcomes, leading to a recommendation to further investigate team empowerment, and specifically how and when it leads to desired work outcomes (Somech, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' empowerment is a process of sharing relational power that involves formal authority or control over organizational resources, and is considered an essential condition for enhancing schools' efficiency and success (Bogler and Somech, 2004; Borrego et al ., 2023). The educational literature distinguishes between two forms of teachers' empowerment: personal empowerment and team empowerment (Somech, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

Birani-Nasraldin,

Somech,

Bogler

2024

IJEM

View full text Add to dashboard Cite

PurposePrevious studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.Design/methodology/approachData were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.FindingsResults confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.Research limitations/implicationsThe nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.Practical implicationsThe findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.Originality/valueThe study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

Birani-Nasraldin,

Somech,

Bogler

2024

IJEM

View full text Add to dashboard Cite

show abstract

“…It is usually reflected in obtaining positions of command or acting to obtain incentives and rewards. Among others, three items are used to operationalize this variable: I have people in charge whom I can correct or stimulate based on their performance, I can persuade or convince others to carry out work-related activities, and I can direct other people's activities (Toro, 1983;Borrego et al, 2023).…”

Section: Intrinsic Motivations In the Wmqmentioning

confidence: 99%

Work Motivation Profiles of the Millennial Generation

Rubiano-Moreno,

Alonso-Malaver,

Nucamendi-Guillén

et al. 2023

Rev. CEA

View full text Add to dashboard Cite

Purpose: This study aimed to determine characteristic profiles of the Millennial generation based on their sociodemographic features and motivational preferences regarding work. It contributes to the literature on Millennial motivation and provides insights for organizations seeking to better understand and manage said generation. Design/Methodology: The study was conducted on a sample of 197 questionnaire responses from individuals in the Millennial generation who had work experience. The sampling was non-probabilistic and did not consider aspects related to socioeconomic or education levels to broaden the coverage of the study. The data were collected through an online survey in Guadalajara, Jalisco, Mexico. Said data were examined using an analytical procedure—which involves a clustering algorithm to determine the optimal number of clusters—and logistic regression analysis—to identify significant variables that can explain the behavior of each group. Findings: Two distinct motivational profiles were found among Millennials: (1) a group motivated by achievement and power and (2) another one inspired by affiliation and supervision group. It was also found that these two profiles are related to certain sociodemographic features, such as age and main breadwinner. Conclusions: Understanding the motivational profiles of Millennials can help organizations better tailor their management practices and work environments to meet the needs of this generation. Likewise, organizations may need to provide several kinds of incentives and rewards to motivate different groups of Millennials. Future research in this area could explore the relationship between these motivational profiles and other outcomes, such as job satisfaction and turnover. Originality: This study contributes to the literature on Millennial motivation by introducing a quantitative methodology to identify different motivational profiles and explore their relationship with sociodemographic features. The use of a clustering algorithm and regression analysis also contributes to the methodological approaches employed in this area of research. Focused on the Mexican context, this paper also provides insights into the unique cultural and economic factors that may influence Millennial motivation in this region.

show abstract

“…Therefore, understanding and enhancing teacher motivation has become essential in improving educational systems worldwide. In this regard, the role of school leadership, particularly the headteacher, is critical as their leadership style and behaviors directly impact the teachers' motivation under their guidance (Bogler & Nir, 2012;Borrego et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

Urooj,

Sherazi,

Ali

2024

RJSI

View full text Add to dashboard Cite

The present study employed a quantitative, descriptive research design to examine the impact of ethical leadership on elementary school teachers’ motivation in public elementary schools of a district in Punjab, Pakistan. It was a quantitative and descriptive study in nature. Considering the ethical guidelines, a questionnaire was administered to 400 randomly selected male and female elementary-level teachers. In developing the survey instrument, relevant literature was reviewed, and expert input was obtained to ensure the appropriateness of the questions for assessing the variables of interest. The confidentiality of the respondents was maintained throughout the data-gathering process. The collected data was statistically analyzed using SPSS software version 20, measuring means, and standard deviations. The results revealed a significant positive association between principals’ ethical leadership style - characterized by integrity, honesty, and considerate treatment of staff – and elevated intrinsic motivation levels among teachers. As educational leaders shape the culture in their institutions, these findings carry important implications. Promoting ethical leadership through enhanced training and modeling desired behaviors can improve teacher retention, performance, and job satisfaction. It can translate to better outcomes for students. Further in-depth inquiries through qualitative and longitudinal research across diverse settings can enrich understanding of this phenomenon and aid the development of context-specific interventions leveraging ethical leadership to motivate teachers.

show abstract

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

Cited by 4 publications

References 36 publications

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

How does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model

Work Motivation Profiles of the Millennial Generation

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

Contact Info

Product

Resources

About