Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes

Lee, Ai Noi; Nie, Youyan

doi:10.1016/j.tate.2014.03.006

Cited by 110 publications

(128 citation statements)

References 96 publications

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“…Occupational commitment reflects employees' attachment to their profession (Meyer et al, 1993). Variable-centered research has demonstrated the salience of a variety of job demands (e.g., time pressure), job resources (e.g., leadership support), and personal resources (e.g., adaptability) in predicting these two outcomes (e.g., Lee and Nie, 2014;Malinen and Savolainen, 2016;Skaalvik and Skaalvik, 2017;Collie et al, 2018). Emerging work is beginning to show that demand-resource profiles are differently linked with various workplace outcomes.…”

Section: Are Profiles Linked With Teacher Work-related Well-being?mentioning

confidence: 99%

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

et al. 2020

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Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the schoollevel to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher schoolaverage teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher-and school level.

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Section: Are Profiles Linked With Teacher Work-related Well-being?mentioning

confidence: 99%

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

et al. 2020

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“…Their work is influenced by many factors; among them are psychological empowerment, job satisfaction and organizational commitment. According to Lee and Nie (2014) we should pay more attention to teachers' psychological empowerment, because it has a big influence on their professional development and psychological well-being. Psychological empowerment raises individual's convictions about their own effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Psychological Empowerment, Job Satisfaction and Organizational Commitment Among Lecturers in Higher Education: Comparison of Six CEE Countries

et al. 2017

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Background and Purpose: Organizations should implement new findings from the field of human resource management. If an organization wants to have successful and effective employees, they should be satisfied with all aspects of work and at the same time they should be feel commitment towards an organization. To have a full insight in employees, organizations have to take care of psychological side of employees, which manifests in psychological empowerment. Design/Methodology/Approach: The survey was conducted among 409 university lecturers in Austria, Croatia, Czech Republic, Germany, Serbia, and Slovenia. The investigated constructs of psychological empowerment, job satisfaction and organisational commitment were compared. Spreitzer's PEQ was used for the assessment of the psychological empowerment, Spector's JSS for job satisfaction, and Allen's and Meyer's OCQ for the assessment of organisational commitment. Results: The research showed that the highest level of psychological empowerment can be found among university lecturers from Serbia and the lowest from Germany. Job satisfaction level is the highest in Austria and the lowest in Slovenia. Affective organisational commitment is the highest in Slovenia and the lowest in Germany. Continuance organisational commitment scored the highest in Croatia and the lowest in Czech Republic. Additionally, the outcomes show the highest level of normative organisational commitment in Czech Republic and the lowest in Austria. Only affective organisational commitment was not found as statistically significant. Conclusion: Knowledge of psychological empowerment, job satisfaction and organizational commitment can be helpful for leaders, because with this knowledge they can manage, develop and motivate employees properly.

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“…It is a well known fact that well trained and professional teachers are better able to meet new challenges, and are better able to produce highquality outputs (Saroyan & Trigwell, 2015). Well trained and professional teachers are indispensable for the advancement of our schools and the betterment of our educational standards (Lee & Nie, 2014).…”

Section: Introductionmentioning

confidence: 99%

Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan

Ahmed

Hussan

Safiullah

2016

GRR

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Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.

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Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes

Cited by 110 publications

References 96 publications

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

Psychological Empowerment, Job Satisfaction and Organizational Commitment Among Lecturers in Higher Education: Comparison of Six CEE Countries

Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan

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