SavedAdd your journal

Journals / Research in Educational Administration and Leadership / 2026 / Volume: 8 Issue: 3

Teachers’ Organizational Commitment: The Role of Demographic Characteristics and Their Psychological Empowerment in Turkey

Kelemu Zelalem Berhanu(University of Johannesburg)0000-0001-5397-8780
Ali Sabancı(AKDENİZ ÜNİVERSİTESİ)0000-0002-2508-7339
Goksel Yalcin(AKDENİZ ÜNİVERSİTESİ)
Pages
—
Publication Date
2023-09-25
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Therefore it is recommended that principals should actively build the social, intellectual, and professional capital of teachers, which results in teachers themselves being empowered psychologically and finally committed to the school.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research was aimed at examining the influence of teachers’ psychological empowerment on their commitment to the school in the case of private schools in Antalya province, Turkey.
📊
Key Findings & Data:Data were collected twice, first 297 teachers for scale development; second, we collected data from separate 297 teachers for the main analysis.
💡
Conclusion & Impact:Therefore it is recommended that principals should actively build the social, intellectual, and professional capital of teachers, which results in teachers themselves being empowered psychologically and finally committed to the school.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Attitude · Influence · psychological empowerment

Abstract

This research was aimed at examining the influence of teachers’ psychological empowerment on their commitment to the school in the case of private schools in Antalya province, Turkey. Data were collected twice, first 297 teachers for scale development; second, we collected data from separate 297 teachers for the main analysis. A correlational type of research design was utilized. As a result, teachers were psychologically empowered and strongly committed to school at a high level. Teachers have statistically no or very weak differences regarding their education level, gender, and length of service in their perception of both psychological empowerment and organizational commitment. Moreover, psychological empowerment and teachers’ organizational commitment were significantly correlated. Finally, it was seen that the influence dimension was an important predictor of organizational commitment. Attitude, length of service, and age had no significant effect. Therefore it is recommended that principals should actively build the social, intellectual, and professional capital of teachers, which results in teachers themselves being empowered psychologically and finally committed to the school.

🔖

Cite This Article

Berhanu, K. Z., Sabancı, A., Yalcin, G. (2023). Teachers’ Organizational Commitment: The Role of Demographic Characteristics and Their Psychological Empowerment in Turkey. Research in Educational Administration and Leadership, Volume: 8 Issue: 3. https://doi.org/10.30828/real.1264001

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (52)

  1. Allameh, S., Heydari, M., & Davoodi, S. (2012). Studying the relationship between transformational leadership and psychological empowerment of teachers in Abade Township. Procedia-Social and Behavioral Sciences, 3, 224-230. https://doi.org/10.1016/j.sbspro.2011.12.046
  2. Allen, M. (2017). Cross-Sectional Design. The SAGE encyclopedia of communication research methods. SAGE Publications, Inc.
  3. Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18. https://doi.org/10.1111/j.2044-8325.1990.tb00506.x
  4. Ambad, S. N., & Bahron, A. (2012). Psychological empowerment: The influence on organizational commitment among employees in the construction sector. Journal of Global Business Management, 8(2), 73-81.
  5. Aslamiah. (2019). Teachers organizational commitment in elementary school: A study in Banjarmasın Indonesia. The Open Psychology Journal, 12, 1-6. Doi: 10.2174/1874350101912010001
  6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. DOI: 10.1037//0033-295x.84.2.191
  7. Basel, A, & Issam, G. (2019). Organizational Commitment: A Review of the Conceptual and Empirical Literature and a Research Agenda. International Leadership Journal. 11(1), 78-119.
  8. Bindurani, R. (2015). Employees empowerment in organizations. International Research Journal of Management Sociology & Humanity, 6(9), 231-235. DOI: 10.32804/IRJMSH
  9. Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277–289. https://doi.org/10.1016/j.tate.2004.02.003
  10. Chen, H. F., & Chen, Y. C. (2008). The impact of work redesign and psychological empowerment on organizational commitment in a changing environment: An example from Taiwan's state-owned enterprises. Public Personnel Management, 37(3), 279-302. https://doi.org/10.1177/009102600803700
  11. Çokluk, Ö., Şekercioğlu, Ğ., & Büyüköztürk, Ş. (2010). Applications of multivariate statistics SPSS and LISREL for social sciences. Ankara,Türkiye: Pegem Akademi.
  12. Dee, J., Henkin, A., & Singleton, C. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603-627. https://doi.org/10.1177/004208 5906292512
  13. Firman, H., & Tola, B. (2008). The future of schooling in Indonesia. Kokusai Kyoiku Kyoryoku Ronshu, 11, 71-84. Doi:10.15027/34287
  14. Fourie, A. S. (2009). Psychological empowerment: A South African perspective. University of South Africa, Pretoria. http://hdl.handle.net/10500/2632
  15. Fulford, M. D., & Enz, C. A. (1995). The impact of empowerment on service employees. Journal of Managerial Issues, 7(2), 161-175. Doi:10.3846/btp.2016.651
  16. Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology, 15, 291-316. https://doi.org/10.1146/annurev.so.15.080189.001451.
  17. Hamid, S., Nordin, N., Adnan, A., & Sirun, N. (2013). A study on primary school teachers’ organizational commitment and psychological empowerment in the district of klang. Procedia - Social and Behavioral Sciences, 90. 782-787. https://doi.org/10.1016 /j.sbspro.2013.07.152.
  18. Hancer, M., & George, R. (2003). Psychological empowerment of non-supervisory employees working in full-service restaurants. International Journal of Hospitality Management, 22(1), 3-16. https://doi.org/10.1016/S0278-4319(02)00032-4
  19. Hancer, M., & George, R. (2005). An examination of dimensions of psychological empowerment scale for service employees. Psychological Reports, 97(2), 667-72. Doi: 10.2466/pr0.97.2.667-672.
  20. Huang, X., Shi, K., Zhang, Z., & Cheung, Y.L. (2006). The impact of participative leadership behaviour on psychological empowerment and organizational commitment in Chinese state-owned enterprises: the moderating role of organizational tenure. Asia Pacific Journal of Management, 23, 345-367. https://doi.org/10.1007/s10490-006-9006-3
  21. Igartua, J.-J., & Hayes, A. F. (2021). Mediation, moderation, and conditional process analysis: Concepts, computations, and some common confusions. Spanish Journal of Psychology, 24, E49. doi:10.1017/SJP.2021.46
  22. Jha, S. (2011). Influence of psychological empowerment on affective, normative and continuance commitment: A study in the Indian IT industry. Journal of Indian Business Journal of Indian Business Research, 3(4), 263-282. Doi: 10.1108/17554191111180582
  23. Jomah, N. (2017). Psychological empowerment on organizational commitment as perceived by Saudi academics. World Journal of Education, 7(1), 83-92. Doi:10.5430/wje.v7n1p83
  24. Kadyschuk, R. (1997). Teacher commitment: A study of the organizational commitment, professional commitment, and union commitment of teachers in public schools in Saskatchewan. University of Saskatchewan.
  25. Kesari, F., Khah, H., & Kesari, F. (2017). Intellectual capital of organization and psychological empowerment of employees. Sindhological Studies, 1, 93-98.
  26. Koberg, C.S., Senjem, J.C., & Goodman, E.A. (1999). Antecedents and outcomes of empowerment: Empirical evidence from the health care industry. Group and Organizational Management, 24(1), 71-91.
  27. Kraimer, M., Seibert, S. E., & Liden, R. C. (1999). Psychological empowerment as a multidimensional construct: A test construct validity. Educational and Psychological Measurement, 59(1), 127-142. https://doi.org/10.1177/00131644995910
  28. Krajcsák, Z. (2018). Relationships between employee commitment and organizational cultures: A theoretical framework. International Journal of Organizational Analysis, 26 (3),398-414. https://doi.org/10.1108/IJOA-05-2017-1174
  29. Markovits, Y., Boer, D., & van Dick, R. (2014). Economic crisis and the employee: The effects of economic crisis on employee job satisfaction, commitment, and self-regulation. European Management Journal, 32(3), 413-422. https://doi.org/10.1016/j.emj.2013.09.005
  30. Mart, C. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-42.
  31. McDermott, K., Laschinger, H.K.S., & Shamian, J. (1996). Work empowerment and organizational commitment. Nursing Management, 27(5), 44-47. DOI: 10.1097/00006247-199605000-00010
  32. Menon, S.T. (2001). Employee empowerment: An integrative psychological approach. Applied Psychology: An International Review, 50(1), 153-181. https://doi.org/10.1111/1464-0597.00052
  33. Menon, S.T., & Kotze, E. (2005). Human resource integration in the South African Military: A view from the trenches. Unpublished manuscript, Military Academy, University of Stellenbosch.
  34. Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. https://doi.org/10.1016/1053-4822(91)90011-Z
  35. Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
  36. Mohammed, W. (2011). Internal service climate and psychological empowerment effect on employees’ job satisfaction: The case study of Ethiopian electric power corporation (Unpublished Masters’ Thesis). Addis Ababa University, Ethiopia.
  37. Nabila, A. A. (2008). The relationship between psychological empowerment and organizational commitment: A case study among employees in construction sector in Kota Kinabalu, Sabah. (Unpublished Masters’ thesis). School of Business and Economic, UMS.
  38. Ozaralli, N. (2003). Effects of transformational leadership on empowerment and team effectiveness. Leadership & Organization Development Journal, 24(5/6), 335-344. https://doi.org/10.1108/01437730310494301
  39. Özdemir, M., & Gören, S. (2017). The mediating role of organizational commitment in the relationship between psychological empowerment, leadership adaptability and teacher performance. Hacettepe University, Faculty of Education, Department of Educational Sciences, 16(1), 342-353.
  40. Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603–609. https://doi.org/10.1037/h0037335
  41. Sarmiento, T.P., Laschinger, H.K., & Iwasiw, C. (2004). Nurse educators’ workplace empowerment, burnout, and job satisfaction: Testing Kanter’s theory. Journal of Advanced Nursing, 46(2), 134-143. DOI: 10.1111/j.1365-2648.2003.02973.x
  42. Seigal, M., & Gardner, S. (2000). Contextual factors of psychological empowerment. Personnel Review, 29(6), 703-722.
  43. Setyaningsih, S., & Sunaryo, W. (2021). Optimizing transformational leadership strengthening, self-efficacy, and job satisfaction to increase teacher commitment. International Journal of Instruction, 14(4),427-438. DOI:10.29333/iji.2021.14425a
  44. Shukla, S. (2014). Teaching competency, professional commitment and job satisfaction-A study of primary school teachers. IOSR J Res Meth Edu, 4, 44-64.
  45. Singh, A., & Gupta, B. (2015). Job involvement, organizational commitment, professional commitment, and team commitment. Benchmarking: An International Journal, 22(6), 1192-1211. https://doi.org/10.1108/BIJ-01-2014-000
  46. Spreitzer, G. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. The Academy of Management Journal, 38(5), 1442-1465.
  47. Sürgevil, O., Tolay, E., & Topoyan, M. (2013). Validity and reliability analysis of structural empowerment and psychological empowerment scales. Journal of Yasar University, 8(31), 5371-5391.
  48. Titus, O. (2000). Is Length of Service related to the level of Job Satisfaction? International Journal of Social Economics, 27(3), 213-226.
  49. Uma, K., & Jayabharathi, B. (2016). Impact of leadership style on psychological empowerment and job satisfaction among staff nurses. International Journal of Pharmacy and Biological Sciences, 6(2), 49-54.
  50. Yu, H., Leithwood, K., & Jantzi, D. (2002). The effect of transformational leadership on teachers’ commitment to change in Hong Kong. Journal Educational Administration, 40, 368-89. doi:http://dx.doi.org/10.1108/09578230210433436
  51. Zimmerman, M.A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581-599. https://doi.org/10.1007/BF02506983
  52. Zimmerman, M.A. (2000). Empowerment Theory. In: Rappaport, J., Seidman, E. (eds) Handbook of Community Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4193-6_2