Impact of Psychological Empowerment on Job Performance of Teachers: Mediating Role of Psychological Well-being.

Review of Economics and Development Studies Pub Date : 2019-07-31 DOI:10.26710/READS.V5I3.693

N. Ahmed, Beenish Malik

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引用次数: 26

Abstract

Purpose: This study was carried out to investigate the impact of psychological empowerment and psychological well-being on the performance of teachers and to explore the effect of psychological well-being as a mediator between psychological empowerment and performance. Research Design/Methodology: Convenience sampling was used to collect data from 261 secondary school teachers through a survey questionnaire in this cross-sectional study. The collected data was statistically analyzed by using SPSS software 23. Coefficient correlation, multiple regression and mediation analyses were carried out in pursuance of study objectives. Findings: it was found that psychological empowerment and well-being were significantly and positively related to job performance of teachers. Moreover, results showed that psychological well-being partially mediated the relationship between psychological empowerment and well-being. Practical Implications: When teachers perceive higher level of psychological factors (viz. psychological empowerment & well-being), they perform better. Therefore, it is essential for administrators and executives to attend to psychological factors of teachers in order to increase their performance.

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心理赋权对教师工作绩效的影响：心理幸福感的中介作用。

目的：本研究旨在调查心理赋权和心理幸福感对教师绩效的影响，并探讨心理幸福感作为心理赋权和绩效之间的中介作用。研究设计/方法：在这项横断面研究中，采用方便抽样法，通过调查问卷从261名中学教师中收集数据。使用SPSS软件23对收集的数据进行统计分析。根据研究目的进行了系数相关、多元回归和中介分析。研究发现：心理赋权和幸福感与教师的工作绩效呈显著正相关。此外，研究结果表明，心理幸福感在一定程度上介导了心理赋权和幸福感之间的关系。实际意义：当教师感知到更高水平的心理因素（即心理赋权和幸福感）时，他们的表现会更好。因此，管理者和管理者必须关注教师的心理因素，以提高他们的绩效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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