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; Faculty of Education, University of Haifa, Mount Carmel, Haifa 31905, Israel
Teaching and Teacher Education 01/2004; DOI: 10.1016/j.tate.2004.02.003

ABSTRACT 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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