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Influence of Empowerment on Teachers’ Organizational Behaviors

Yıl 2019, Cilt: 8 Sayı: 2, 617 - 631, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.617

Öz

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.


Kaynakça

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  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents. 5(1), 307-337.
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  • Batugal, M. L. (2009). Organizational commitment, job satisfaction, and organizational culture of the faculty of some selected schools of the St. Paul University System (Unpublished doctoral dissertation). Saint Paul University Philippines, Philippines.
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Yıl 2019, Cilt: 8 Sayı: 2, 617 - 631, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.617

Öz

Kaynakça

  • Acquaah, M. (2004). Human factor theory, organizational citizenship behaviors and human resources management practices: An integration of theoretical constructs and suggestions for measuring the human factor. Review of Human Factor Studies, 10(1), 118-151.
  • Aguado, C. L., Garcia, O. B., Laguador, J. M., & Deligero, J. C. L. (2015). Teaching Performance and Extent of Work Values among Faculty Members in one Asian Maritime Academy. International Journal of Management Sciences, 5(12), 805-816
  • 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. doi:10.1111/j.2044-8325.1990.tb00506.x
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Tteacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007.
  • Babu, M. R., & Venkatesh, K. (2016). Organizational climate among primary school teachers with respect to gender and management. The International Journal of Indian Psychology, 3(3), 6-9.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents. 5(1), 307-337.
  • Batra, P. (2009). Teacher empowerment: The education entitlement– social transformation traverse. Contemporary Education Dialogue. 6(2), 121-156. doi:10.1177/0973184913411184
  • Batugal, M. L. (2009). Organizational commitment, job satisfaction, and organizational culture of the faculty of some selected schools of the St. Paul University System (Unpublished doctoral dissertation). Saint Paul University Philippines, Philippines.
  • Belen, E. M., & Cordova, F. F. (2007). Work values and job performance of CICM secondary school teachers in Northern Luzon. (Unpublished doctoral dissertation). University of the Cagayan Valley, Cagayan, Philippines.
  • Bernardo, A. B., Ganotice, F. A., & King, R. B. (2015). Motivation gap and achievement gap between public and private high schools in the Philippines. The Asia-Pacific Education Researcher. 24(4), 657-667. doi:10.1007/s40299-014-0213-2
  • Berry, B., Daughtrey, A., & Wieder, A. (2009). Collaboration: Closing the Effective Teaching Gap. Center for Teaching Quality. Retrieved from https://files.eric.ed.gov/fulltext/ED509717.pdf
  • Blau, W. J. (2010). Human resource management (8th ed.). Boston, CA: Irvine.
  • Boey, E. K. (2010). Teacher empowerment in secondary schools: A case study in Malaysia (Vol. 15). Munchen: Germany: Herbert Utz Verlag.
  • Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teacher’s organizational commitment, professional commitment, and organizational citizenship behavior in schools. Teaching and Teacher Education, . 20(3), 277-289. doi: 10.1016/j.tate.2004.02.003
  • Branson, C. M. (2008). Achieving organisational change through values alignment. Journal of Educational Administration, . 46(3), 376-395. doi: 10.1108/09578230810869293
  • Brown, S. P., & Leigh, T. W. (1996). A new look at psychological climate and its relationship to job involvement, effort and performance. Journal of Applied Psychology, . 8(1), 358-368.
  • Burma, Z. A. (2014). Human resources management and its importance for today’s organizations. International Journal of Education and Social Science, 1(2), 85-94.
  • Cafirma, M. C., & Lozada, N. M. (2017). Issues and challenges experienced by novice teachers of University of Saint Louis (Unpublished master’s thesis). University of Saint Louis, Tuguegarao, Philippines.
  • Calibayan, M. L. (2015, December). Teacher empowerment and organizational commitment in state colleges and universities of region XII. Paper presented at the 3rd International Conference on Higher Education, Olongapo City, Philippines.
  • Campbell, J., Cook, A., & Dornan, L. (1995). Empowerment through student-initiated action research: exploring tertiary paths in a multiply disadvantaged school. Education Research and Perspectives, 22(1), 80-89.
  • Cartwright, S., & Cooper, C. L. (2014). Towards organizational health stress, positive organizational behavior, and employee well-being. In G.F. Bauer & Hammig (Eds.), Bridging Occupational, organizational, and public health (pp. 29-42). Newyork, NY: Springer.
  • Castano, M. C. N., & Cabanda, E. C. (2007). Performance evaluation of the efficiency of Philippine Private Higher Educational Institutions: application of frontier approaches. International Transactions in Operational Research, 14(5), 431-444. doi: 10.1111/j.1475-3995.2007.00599.x
  • Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. doi: 10.1016/j.tate.2005.01.001
  • Chew, J., & Chan, C. C. (2008). Human resource practices, organizational commitment and intention to stay. International Journal of Manpower, 29(6), 503-522. doi: 10.1108/01437720810904194
  • Cohen, A., & Kol, Y. (2002). Professionalism and organizational citizenship behavior: An empirical examination among Israeli Nurses. Journal of Managerial Psychology, 19(4), 386-405. doi: 10.1108/02683940410537945
  • Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi delta kappan, 92(6), 81-92.
  • Datta, D. K., Guthrie, J.P., & Wright, P. M. (2005). Human resource management and labor productivity: Does it matter? Academy of Management Journal, 48(1), 135-145.
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  • Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52.
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  • Omebe, C. A. (2014). Human resource management in education: issues and challenges. British Journal of Education, 2(7), 26-31.
  • Pazy, A., & Ganzach, Y. (2009). Pay contingency and the effects of perceived organizational and supervisor support on performance and commitment. Journal of management, 35(4), 1007-1025.
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  • Pfeffer, J. (1994). Competitive advantage through people: Unleashing the power of the work force. Boston, MA: Harvard Business School Press.
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  • Reyes, P. (1990). Organizational commitment of teachers. In P. Reyes (Ed.), Teachers and in their workplace: Commitment, performance and productivity. Newbury Park, CA: Sage.
  • Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825-836.
  • Riveros, A. (2012). Beyond collaboration: Embodied teacher learning and the discourse of collaboration in education reform. Studies in Philosophy and Education, 31(6), 603-612. doi: 10.1007/s11217-012-9323-6
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  • Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67-74.
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  • Santos, L. M. (2015). Leader member exchange and organizational citizenship behavior at De La Salle Lipa. DLSU Journal of Management, 2(1), 44-60.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied psychology, 57(s1), 152-171. doi: 10.1111/j.1464-0597.2008.00359.x
  • Shah, M., & Abualrob, M. M. (2012). Teacher collegiality and teacher professional commitment in public secondary schools in Islamabad, Pakistan. Procedia – Social and Behavioral Sciences, 46, 950-954. doi: 10.1016/j.sbspro.2012.05.229
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  • Somech, A., & Bogler, R. (2002). Antecedents and consequences of teachers’ organizational and professional commitment. Educational Administration Quarterly, 38(4), 555-577.
  • Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behaviors in schools: The relationship between job satisfaction, sense of efficacy, and teacher’s extra-role behavior. Teaching and Teacher Education, 16(5), 649-659.
  • Laschinger, H. K. S., Finegan, J., & Shamian, J. (2002). The impact of workplace empowerment, organizational trust on staff nurses' work satisfaction and organizational commitment. In Dr. L. H. Friedman, J. Goes, G. T. Savage (Eds.), Advances in Health Care Management, Volume 3 (pp. 59-85). Bradford, England: Emerald Group Publishing Limited.
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  • Tindowen, D. J. C. (2015). The catholicity of the University of Saint Louis. International Journal of Innovative Knowledge Concepts, 3(4), 32-40.
  • Tindowen, D. J. C., & Baricaua, T. C. (2016). Catholicity of the students as manifested in their participation to religious activities: A basis for an enhanced campus ministry program. Paper presented at the 1st International Conference on Teacher Education and Indigenous Peoples Education, Cagayan, Philippines.
  • Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
  • Tuazon, A. P. (2016). Impact of perceived organizational support on job involvement of public school teachers. International Journal of Educational Science and Research, 6(3), 91-98.
  • Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
  • Wall, R., & Rinehart, J. S. (1998). School-based decision-making and the empowerment of secondary school teachers. Journal of School Leadership, 8(1), 49-64. doi: 10.1177/105268469800800103
  • Wells, M. B. (2015). Predicting preschool teacher retention and turnover in newly hired head start teachers across the first half of the school year. Early Childhood Research Quarterly, 30, 152-159. doi: 10.1016/j.ecresq.2014.10.003
  • Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most. Larchmont, NY: Eye on Education.
  • Yangaiya, S. A., & Abubakar, A. (2015). Examining the relationship between empowerment and organizational citizenship behavior of secondary school teachers in Katsina State Nigeria. Proceeding of the 3rd Global Summit on Education (pp.468-475). Kuala Lumpur, Malaysia: World Conference Resources.
  • Yen, H. R., & Niehoff, B. P. (2004). Organizational citizenship behaviors and organizational effectiveness: Examining relationships in Taiwanese banks. Journal of Applied Social Psychology, 34(8), 1617-1637.
  • Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: the role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459.
  • Zhang, G., & Zeller, N. (2016). A longitudinal investigation of the relationship between teacher preparation and teacher retention. Teacher Education Quarterly, 43(2), 73-92.
Toplam 110 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Darin Jan Tindowen Bu kişi benim

Yayımlanma Tarihi 15 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 2

Kaynak Göster

APA Tindowen, D. J. (2019). Influence of Empowerment on Teachers’ Organizational Behaviors. European Journal of Educational Research, 8(2), 617-631. https://doi.org/10.12973/eu-jer.8.2.617
AMA Tindowen DJ. Influence of Empowerment on Teachers’ Organizational Behaviors. eujer. Nisan 2019;8(2):617-631. doi:10.12973/eu-jer.8.2.617
Chicago Tindowen, Darin Jan. “Influence of Empowerment on Teachers’ Organizational Behaviors”. European Journal of Educational Research 8, sy. 2 (Nisan 2019): 617-31. https://doi.org/10.12973/eu-jer.8.2.617.
EndNote Tindowen DJ (01 Nisan 2019) Influence of Empowerment on Teachers’ Organizational Behaviors. European Journal of Educational Research 8 2 617–631.
IEEE D. J. Tindowen, “Influence of Empowerment on Teachers’ Organizational Behaviors”, eujer, c. 8, sy. 2, ss. 617–631, 2019, doi: 10.12973/eu-jer.8.2.617.
ISNAD Tindowen, Darin Jan. “Influence of Empowerment on Teachers’ Organizational Behaviors”. European Journal of Educational Research 8/2 (Nisan 2019), 617-631. https://doi.org/10.12973/eu-jer.8.2.617.
JAMA Tindowen DJ. Influence of Empowerment on Teachers’ Organizational Behaviors. eujer. 2019;8:617–631.
MLA Tindowen, Darin Jan. “Influence of Empowerment on Teachers’ Organizational Behaviors”. European Journal of Educational Research, c. 8, sy. 2, 2019, ss. 617-31, doi:10.12973/eu-jer.8.2.617.
Vancouver Tindowen DJ. Influence of Empowerment on Teachers’ Organizational Behaviors. eujer. 2019;8(2):617-31.