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

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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Available from: Ronit Bogler, Sep 29, 2015
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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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    • "A professionally committed teacher usually treats his or her work as a vital part of life (e.g., Bogler & Somech, 2004). Accordingly, teachers' professional commitment is often considered as a crucial factor for driving teachers' classroom innovativeness and effectiveness (e.g., Bogler & Somech, 2004; Firestone & Pennell, 1993). In fact, previous research has reported that when teachers view themselves as professionals and receive opportunities to grow professionally, they tend to develop an improved professional identity and are also more likely to view teaching as a long-term career (e.g., Day et al., 2005; Somech & Bogler, 2002). "
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    ABSTRACT: This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers' work-related outcomes in terms of job satisfaction, organisational commitment and professional commitment. 304 teachers in Singapore participated in this study. Results from path analysis indicated that the four dimensions of psychological empowerment (i.e. ‘meaning’, ‘competence’, ‘autonomy’, and ‘impact’) mediated the relationships between teachers' perceptions of immediate supervisor's empowering behaviours and teachers' work-related outcomes. However, only ‘meaning’, ‘autonomy’ and ‘impact’ dimensions of psychological empowerment mediated the relationships between teachers' perceptions of principal's empowering behaviours and teachers' work-related outcomes.
    Teaching and Teacher Education 07/2014; 41:67–79. DOI:10.1016/j.tate.2014.03.006 · 1.32 Impact Factor
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