Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools

Department of Education and Psychology, The Open University of Israel, P.O. Box 39328, 16 Klausner Street, Tel Aviv 61392, Israel
Teaching and Teacher Education (Impact Factor: 1.32). 04/2004; 20(3):277-289. DOI: 10.1016/j.tate.2004.02.003


The present study focuses on the relationship between teacher empowerment and teachers’ organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of 983 teachers in Israeli middle and high schools. Pearson correlations and multiple regression analyses indicated that teachers’ perceptions of their level of empowerment are significantly related to their feelings of commitment to the organization and to the profession, and to their OCBs. Among the six subscales of empowerment, professional growth, status and self-efficacy were significant predictors of organizational and PC, while decision-making, self-efficacy, and status were significant predictors of OCB. Practical implications of the study are discussed in relation to teachers, principals and policy-makers.

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    • "The important point here is that organizational citizenship behaviors do not simply occur haphazardly within an organization, but are behaviors directed towards, or seen as, benefiting the organization. Third, organizational citizenship behavior has a multidimensional nature (Bogler & Somech, 2004; Somech & Ron, 2007; Belogolovskya & Somech, 2010; Podsakoff, Podsakoff, MacKenzie, & Maynes., 2014). "
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    ABSTRACT: The purpose of the present study was to compare organizational identification and organizational citizenship behaviors of public and private preschool teachers. Participants included 159 teachers from diverse school backgrounds with a wide range of teaching experience. The data of the research were collected with Organizational Citizenship Behavior and Organizational Identification Scales. Differences in organizational citizenship behaviors and organizational identification between public and private school teachers were tested using Multivariate Analysis of Variance. The results of the study indicated that there was a statistically significant difference in teachers’ organizational citizenship behaviors and organizational identification based on their job status.
    Procedia - Social and Behavioral Sciences 02/2015; 174:1176-1182. DOI:10.1016/j.sbspro.2015.01.734
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    • "OCB and performance Bolger and Somech (2004) found the same in an educational setting. Indeed, Bolger and Somech (2004) found that teachers who have high expectations of themselves and believe they will perform effectively and successfully in school carry out extra functions beyond those formally assigned to them. Likewise, a meta-analysis of 33 studies found a strong path between self-efficacy and job performance (Chen et al., 2001): "

    Management Research Review 01/2015; 38(1):2-28.
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    • "players in the organization, feel that they have high status within the organization, and are willing to contribute beyond what is expected of them (Bogler and Somech, 2004). Therefore, commitment to the school and its moral purpose is an important component of being professional, because teachers must make spur-of-the-moment decisions that cannot be easily inspected by the administrative structure or by third parties of the school society (Meyer, 1992; Meyer et al., 1992; Weick, 1976), and pupils and students do not have sufficient knowledge to judge the appropriateness of the decisions (Firestone and Pennell, 1993; Fullan et al., 2009). "
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    ABSTRACT: Purpose ‐ The purpose of this paper is to seek to investigate Etienne Wenger's theory of social learning in a community of practice by modeling two simultaneous aspects of teachers' collaborative learning: their engagement in close-knit internal groupings and engagement with colleagues that work externally to the core group. These two learning processes are related to two social-cognitive outcomes: teachers' organizational commitment and their sense of impact. Design/methodology/approach ‐ The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by using multiple regression and structural equation modeling. Findings ‐ The results indicate that local engagement supports teachers' organizational commitment. However, this form of collaborative learning behavior did not support their sense of impact. Moreover, external engagement with trusted colleagues supported sense of impact but not organizational commitment. Research limitations/implications ‐ The study reinforces the importance of teachers' engagement in communities of practice. Specifically, the results suggest two specific social-cognitive outcomes related to two different learning processes situated in teachers' community of practice. It would be highly valuable to replicate this study in various multi-level settings. Practical implications ‐ The study highlights teachers' engagement in communities of practice as a source of their motivational basis and their commitment. Findings recommend school leaders to facilitate internal and external learning communities. Originality/value ‐ The study provides empirical evidence regarding the partial relationships between teachers' local and external learning engagement and the social-cognitive outcomes of these forms of learning behaviors.
    Journal of Educational Administration 08/2014; 52(6). DOI:10.1108/JEA-07-2013-0074
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