The importance of teachers' perceived organizational support to job satisfaction

Abstract

Purpose -The paper aims to investigate the mediating effect of teacher empowerment on the relationship between teachers' perception of their school support and their intrinsic and extrinsic job satisfaction. Design/methodology/approach -Data were collected from a sample of 2,565 teachers affiliated with 153 Israeli elementary schools. A path analysis procedure was employed to test the mediating effect of teacher empowerment on the relation between perceived organizational support and job satisfaction. Findings -The results reveal that teacher empowerment mediated the relations between perceived organizational support and satisfaction, adding more than 30 per cent to the explained variance of each of the satisfaction types. Teacher empowerment shows different relationships when intrinsic versus extrinsic type of satisfaction is considered. The most influential dimension of empowerment predicting teacher intrinsic satisfaction is self-efficacy, a psychologically oriented variable, while the most powerful dimension of empowerment predicting extrinsic job satisfaction is earned status and respect, a sociologically oriented variable.Research limitations/implications -The results reinforce the notion that both types of job satisfaction are two different entities that should be addressed differently. Taking a theoretical perspective, it appears that teacher empowerment should be conceived as a multi-dimensional scale, where its various components are differently associated with the two types of satisfaction. Practical implications -Moreover, it seems that teacher empowerment has a much stronger impact on teacher satisfaction when it takes place in an organizational context that supports individuals. Hence, school leaders need to focus on different qualities of teacher empowerment, depending on the qualities of satisfaction that they wish to promote. Originality/value -Little is known about perceived organizational support in the educational realm. Studying it in relation with teacher empowerment and job satisfaction, key concepts in the school arena, is unprecedented.

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

“…According to Fotini Kefalidou et al, (2015), empowerment is the transfer of responsibilities and power of decision making with a view to better performance at work and to more satisfied employers. Apart from that, empowerment is used for expressing the appreciation and support of the organization leaders regarding their employees (Bogler & Nir, 2012). Hoy and Miskel (2012) viewed teachers" empowerment as the practice whereby administrators allocate power and encourage or assist teachers to use it in ways that benefits themselves and their professions.…”

Teacher Demoralization, Disempowerment and School Administration

“…Since how to technically empower teachers has been recognized and discussed by different scholars (e.g. Bogler & Nir, 2012;Quaglia, Marion, & McIntire, 1991;Stacy, 2013), the attention in this article is paid to cognitive empowerment. First, it is recommended that school reformers create more room and a safe environment for teachers to express their opinions to school administrators or to participate in the decision-making process of the school.…”

Satisfação no trabalho docente: Uma análise a partir do modelo social cognitivo de satisfação no trabalho e da eficácia coletiva docente

“…Entende-se que a satisfação estimula o entusiasmo e o comprometimento, favorecendo a dedicação de mais tempo e energia à melhoria da aprendizagem dos alunos. A literatura aponta evidências que revelam a influência da satisfação na conduta profissional (Bogler & Nir, 2012).…”

“…Melhores níveis de satisfação podem resultar na melhoria dos resultados escolares. Sendo assim, considerando sua importância no contexto educacional, mais pesquisas pautadas na Teoria Social Cognitiva têm surgido nos últimos anos (Bogler & Nir, 2012;Caprara, Barbaranelli, Steca, & Malone, 2006). No entanto, mais estudos são necessários para aprofundar a compreensão sobre este construto e suas implicações no contexto escolar (Klassen, Usher, & Bong, 2010).…”

“…A satisfação, na perspectiva social cognitiva, tem sido descrita tanto por meio de aspectos cognitivos, quanto afetivos. É, portanto, um estado emocional agradável ou positivo resultante da avaliação que o professor faz das experiências do seu trabalho (Bogler & Nir, 2012).…”