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Influence of Empowerment on Teachers’ Organizational Behaviors

Year 2019, , 617 - 631, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.617

Abstract

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.


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Year 2019, , 617 - 631, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.617

Abstract

References

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  • 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
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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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  • 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.
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  • 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.
  • Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance, & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
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There are 110 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Darin Jan Tindowen This is me

Publication Date April 15, 2019
Published in Issue Year 2019

Cite

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. April 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, no. 2 (April 2019): 617-31. https://doi.org/10.12973/eu-jer.8.2.617.
EndNote Tindowen DJ (April 1, 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, vol. 8, no. 2, pp. 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 (April 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, vol. 8, no. 2, 2019, pp. 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.