Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as Mediator

Yıl 2022, Cilt: 15 Sayı: 1, 16 - 41, 31.01.2022

İbrahim Limon

https://doi.org/10.30831/akukeg.945201

Cited By: 14

Öz

This study investigates the mediating role of organizational commitment on the relationship between principals' empowering leadership and teachers’ job performance. To this end, it employed a cross-sectional design, one of the quantitative methods. Data were collected through the "Empowering Leadership Behaviors Scale", "Organizational Commitment Scale" and "Job Performance Scale". The sample consisted of 324 teachers working in different cities in Turkey. They were employed through convenience sampling and responded to the scales online. Predictive relationships between variables were revealed using a structural equation model. Since the data did not satisfy the multivariate normal distribution assumption, bootsrapping was used. The findings indicated that empowering leadership is positively associated with teachers’ job performance and organizational commitment. On the other hand, organizational commitment boosts job performance. Lastly, empowering school leadership enhances organizational commitment which in turn teachers’ job performance. The findings were discussed based on the literature and some suggestions were made based on the findings.

Anahtar Kelimeler

teacher empowerment, commitment, job performance

Kaynakça

• Absar, S. & Das Swain, R. (2009). Organizational commitment of university teachers across discipline and designation. Management and Professionalisation of Higher Education Conference. Doi: 10.13140/2.1.4625.8246.
• Adeyemo, D.A. (2007). The predictive effects of job satisfaction and organizational commitment on teaching efficacy of secondary school teachers in Ibadan, Nigeria. Zimbabwe Journal of Educational Research, 19(3), 207-219. Ahearne, M., Mathieu, J. & Rapp, A. (2005). To empower or not to empower your sales force? An empirical examination of the influence of leadership empowerment behavior on customer satisfaction and performance. Journal of Applied Psychology, 90, 945-955. Doi:10.1037/0021-9010.90.5.945
• Aliakbari, M. & Amoli, F.A. (2016). The effects of teacher empowerment on teacher commitment and student achievement. Mediterranean Journal of Social Sciences,7(4), 649-657. Doi:10.5901/mjss.2016.v7n4p649
• Amoli, F.A. & Youran, M. (2014). Delving the relationship between teacher empowerment and job satisfaction among Iranian EFL teachers in Tehran Aviation University. Theory and Practice in Language Studies,4(4), 771-777. Doi:10.4304/tpls.4.4.771-777
• Aras, G. (2013). Personel güçlendirme yönetiminde güçlendirici liderlik davranişları uygulamasi: Kemer bölgesi beş yıldızlı otel işletmeleri örneği (Yayımlanmamış yüksek lisans tezi). Gümüşhane Üniversitesi, Gümüşhane.
• Arnold, J.A., Arad, S., Rhoades, J.A. & Drasgow, F. (2000). The empowering leadership questionnaire: The construction and validation of a new scale for measuring leader behaviors. Journal of Organizational Behavior, 21, 249-269.
• Atik, S., & Celik, O. T. (2020). An investigation of the relationship between school principals' empowering leadership style and teachers’ job satisfaction: The role of trust and psychological empowerment. International Online Journal of Educational Sciences, 12(3), 177-193.
• Audenaert, M. & Decramer, A. (2016). When empowering leadership fosters creative performance: The role of problem-solving demands and creative personality. Journal of Management & Organization, 1-15. Doi:10.1017/jmo.2016.20
• Arbuckle, J. L. (2019). IBM SPSS Amos 20 user’s guide. New York (NY): IBM Corporation.
• Balyer, A., Özcan, K. & Yıldız, A. (2017). Teacher empowerment: School administrators’ roles. Eurasian Journal of Educational Research, 70,1-18. Doi:http://dx.doi.org/10.14689/ejer.2017.70.1.
• Bashir, B. & Gani, A. (2020). Correlates of organisational commitment among university teachers in India: An empirical investigation. Asia-Pacific Journal of Management Research and Innovation, 16(1), 7-20. Doi: 10.1177/2319510X19872632
• Bastian, K.H. (1995). Empowering principal leadership in democratic schools (Unpublished doctoral dissertation). Graduate Faculty of Texas Tech University, Texas.
• Batugal, L.C. & Tindowen, D.J.C. (2019). Influence of organizational culture on teachers' organizational commitment and job satisfaction: The case of catholic higher education institutions in the Philippines. Universal Journal of Educational Research 7(11), 2432-2443. Doi: 10.13189/ujer.2019.071121
• Beycioğlu, K. & Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 9(2), 764-775.
• Blase, J. & Blase, J. (1996). Facilitative school leadership and teacher empowerment: Teacher's perspectives. Social Psychology of Education, 1, 117-145.
• Blase, J., & Blase, J. (2001). Empowering teachers (2nd ed.). Thousand Oaks, CA: Corwin Press.
• Bogler, R. (2005). The power of empowerment: Mediating the relationship between teachers’ participation in decision making and their professional commitment. Journal of School Leadership, 15(1), 76-98. Doi: 10.1177/105268460501500104
• Bogler, R. & Nir, A.E. (2012). The importance of teachers' perceived organizational support to job satisfaction. Journal of Educational Administration, 50(3), 287 – 306. Doi: 10.1108/09578231211223310
• 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, 277-289. Doi: 10.1016/j.tate.2004.02.003
• Boonyarit, I., Chomphupart, S. & Arin, N. (2010). Leadership, empowerment, and attitude outcomes. The Journal of Behavioral Science, 5(1). 1-14.
• Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance: The meaning for personnel selection research. Human Performance, 10(2), 99-109.
• Byrne, B. M. (2016). Structural equation modeling with amos: Basic concepts, applications and programming. New York: Routledge.
• Carter, A. (2016). Empowering middle leaders - trends in school leadership research on the principal's impact on school effectiveness. Australian Educational Leader, 38(1), 37-41.
• Celep, C. (2000). Teachers' organizational commitment in educational organizations. National FORUM of Teacher Education Journal, v10E(n3), 2-21.
• Cerit, Y. (2012). Lider-üye etkileşimi ile öğretmenlerin performansları arasındaki ilişki. Balıkesir University the Journal of Social Sciences Institute, 15(28), 33-45.
• Chaithra, V.K. & Hiremath, U.S. (2018). Job Performance of primary and secondary school teachers. International Journal of Pure & Applied Bioscience, 6(2), 854-860. Doi:10.18782/2320-7051.6387
• Charbonnier-Voirin, A., & Roussel, P. (2012). Adaptive performance: A new scale to measure individual performance in organizations. Canadian Journal of Administrative Sciences, 29, 280-293.
• Cheong, M., Spain, S. M., Yammarino, F. J., & Yun, S. (2016). Two faces of empowering leadership: Enabling and burdening. Leadership Quarterly, 27, 602-616. Doi: 10.1016/j.leaqua.2016.01.006
• Cohen, L., Manion, L. & Morrison, K. (2005). Research methods in education (5th edition). London: Routledge Falmer.
• Collier, J.E. (2020). Applied structural equation modeling using AMOS. New York: Routledge.
• Croswell, L. (2006). Understanding teacher commitment in times of change (Unpublished doctoral dissertation). Queensland University of Technology, U.S.A.
• Çelik, O.T. & Konan, N. (2020). Okul müdürlerinin güçlendirici liderliği ile öğretmenlerin özyeterliği ve örgütsel vatandaşlık davranışları arasındaki ilişki. Eğitim ve Bilim, Erken Görünüm, 1-21. Doi: 10.15390/EB.2020.8841
• Çelik, O. T., & Üstüner, M. (2020). Ortaokul öğretmenlerinin örgütsel politika algıları ile örgütsel bağlılıkları ve örgütsel vatandaşlık davranışları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 120-135. doi: 10.16986/HUJE.2018044109
• Çöl, G. (2008). Algılanan güçlendirmenin işgören performansı üzerine etkileri. Doğuş Üniversitesi Dergisi, 9(1), 35-46.
• Dağlı, A., Elçi̇çek, Z. & Han, B. (2018). Örgütsel bağlılık ölçeği’nin Türkçeye uyarlanmasi: Geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi , 17 (68), 1788-1800 . Doi: 10.17755/esosder.445932
• Davis, J. & Wilson, S.M. (2000). Principals’ efforts to empower teachers: effects on teacher motivation and job satisfaction and stress. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 73(6), 349-353. Doi: 10.1080/00098650009599442
• Demir, S. (2019). Etik iklim ve okuldan ayrılma niyeti arasındaki ilişki: Örgütsel bağlılığın aracılık rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 824-838. Doi: 10.16986/HUJE.2018040551
• Demirtaş, Z. (2014). The relationship between job satisfaction and organizational commitment: A study on elementary schools. Kastamonu Eğitim Dergisi, 23(1), 253-268.
• Dennerlein, T. (2017). Empowering leadership and employees’ achievement motivations: The role of self-efficacy and goal orientations in the empowering leadership process (Unpublished Doctorate Dissertation). Erasmus University Rotterdam, Rotterdam.
• Devos, G., Tuytens, M. & Hulpia, H. (2014). Teachers’ organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205-231.
• Doğan, H. & Çelik, K. (2019). The relation between school administrators’ use of power styles and teachers’ organizational commitment and their job performance. Eğitim ve Bilim, 44(198), 37-55. Doi: 10.15390/EB.2019.7943
• Duze, C. O. (2012). Leadership styles of principals and job performance of staff in secondary schools in delta state of Nigeria. An International Journal of Arts and Humanities, 1(2), 224-245
• Elmazi, E. (2018). The role of principal's power and teacher empowerment. European Scientific Journal October, 14(28), 1-14.
• Field, A. (2009). Discovering Statistics Using SPSS. Los Angeles: Sage Publications.
• Firestone, W.A. & Pennell, J.R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63(4), 489-525.
• Firestone, W.A. & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10(4), 285-299.
• Flynn, A.A. (2000). Dimensions of faculty organizational commitment related to tenure, performance and turnover intention (Unpublished doctoral dissertation). University of Illinois, Chicago, U.S.A.
• Fogaça, N., Rego, M.C.B.,Melo, M.C.C., Armond, P.L., & Coelho, F.A. (2018). Job performance analysis: Scientific studies in the main journals of management and psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4),231-247. Doi: 10.1002/piq.21248
• Fresko, B., Kfir, D. & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429-438.
• Gordon, S.D. (2018). Leadership’s role in teachers’ commitment and retention: A case study analysis (Unpublished doctoral dissertation). Delaware State University, Delaware, U.S.A.
• Griffin, M. A., Neal, A., & Neale, M. (2000). The contribution of task performance and contextual performance to effectiveness: Investigating the role of situational constraints. Applied Psychology: An International Review, 49(3), 517-533.
• Gkorezis, P. (2016) Principal empowering leadership and teacher innovative behavior: a moderated mediation model. International Journal of Educational Management, 30(6), 1030-1044. Doi:10.1108/IJEM-08-2015-0113
• Gretkierewicz, K.G. (2020). Relationships of empowerment and experience with organizational commitment in Arizona middle school teachers (Unpublished doctoral dissertation). Grand Canyon University, Phoenix, Arizona, U.S.A.
• Gümüş, A. (2013). İlkokul yöneticilerinde güçlendirici liderlik davranışları ile öğretmenlerde örgütsel bağlılık ilişkisi: Psikolojik güçlendirmenin aracılık rolü (Ankara ili örneği) (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara, Türkiye.
• Hair, J. F., Hult, G. M., Ringle, C. M., & Sarstedt, M. S. (2014). A primer on partial least squares structural equation modelling (PLS-SEM). California: Sage Publications.
• Hair Jr., J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Essex: Pearson.
• Hamid, S.F., Nordin, N., Adnan, A.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(2013), 782-787. Doi: 10.1016/j.sbspro.2013.07.152
• Hao, P., He, W. & Long, L. (2017). Why and when empowering leadership has different effects on employee work performance: The pivotal roles of passion for work and role breadth self-efficacy. Journal of Leadership & Organizational Studies, 1-17. Doi: 10.1177/1548051817707517
• Holliman, S.L. (2012). Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment (Unpublished doctoral dissertation). University of Iowa, U.S.A.
• Humborstad, S.I.W., Nerstad, C.G.L. & Dysvik, A. (2014). Empowering leadership, employee goal orientations and work performance: A competing hypothesis approach. Personnel Review, 43(2), 246-271. Doi:10.1108/PR-01-2012-0008
• Kariuki, A. & Kiambati, K. (2017). Empowerment, organizational commitment, organization citizenship behavior and firm performance. Management Studies, 5(4), 290-300. doi: 10.17265/2328-2185/2017.04.003
• Kim, M. & Beehr, T.A. (2018): Empowering leadership: leading people to be present through affective organizational commitment? The International Journal of Human Resource Management. Doi:10.1080/09585192.2018.1424017
• Kirkman, B. L., & Rosen, B. (1999). Beyond self-management: Antecedents and consequences of team empowerment. Academy of Management Journal, 42(1), 58-74.
• Koçak, S. & Burgaz, B. (2017). Ortaöğretim kurumlarındaki psikolojik sözleşme üzerinde güçlendirici liderlik davranışlarının rolü. Eğitim ve Bilim, 42(191), 351-369. Doi:10.15390/EB.2017.7101
• Kõiv, K., Liik, K. & Heidmets, M. (2019). School leadership, teacher’s psychological empowerment and work-related outcomes. International Journal of Educational Management, 33(7), 1501-1514. Doi:10.1108/IJEM-08-2018-0232
• Konan, N. & Çelik, O.T. (2018). Güçlendirici liderlik ölçeğinin eğitim örgütleri için Türkçe’ye uyarlaması: Geçerlik ve güvenirlik çalışması. Kastamonu Education Journal, 26(4), 1043-1054. Doi:10.24106/kefdergi.434140
• Konczak, L.J., Stelly, D.J. & Trusty, M.L. (2000). Defining and Measuring Empowering Leader Behaviors: Development of an upward feedback. Educational and Psychological Measurement, 60(2), 301-313. Doi: 10.1177/00131640021970420
• Knezovic, E. & Musrati, M.A. (2018). Empowering leadership, psychological empowerment, and employees’ creativity: A gender perspective. International Journal of Innovation, Creativity and Change, 4(2), 51-72.
• Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., Schaufeli, W. B., Vet, H. C., & Beek, A. J. (2011). Conceptual frameworks of individual work performance: A systematic review. Journal of Occupational and Environmental Medicine , 53(8), 856-866. Doi: 10.1097/JOM.0b013e318226a763
• Kundu, S.C., Kumar, S. & Gahlawat, L. (2018). Empowering leadership and job performance: mediating role of psychological empowerment. Management Research Review, 42(5), 605-624. Doi: https://doi.org/10.1108/MRR-04-2018-0183
• Kushman, J.W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5-42.
• Laily, N. & Wayhuni, D.U. (2017). Teacher performance based on stress and organizational commitment. International Journal of Scientific and Research Publications, 7(12), 192-199.
• Lee, A.N. & Nie, Y. (2013). Development and validation of the school leader empowering behaviours (SLEB) scale. The Asia-Pacific Education Researcher, 22(4), 485-495. Doi: 10.1007/s40299-012-0047-8.
• Lee, A.N. & Nie, Y. (2016). Teachers’ perceptions of school leader empowering behaviors on psychological empowerment: A moderated path analysis. New Waves Educational Research & Development, 19(2), 36-58.
• Lestari, L. & Yunianto, A. (2015). The effect of empowerment on employee performance with organizational commitment as mediating variable and organizational culture as moderation variable. 2nd Conference in Business, Accounting and Management, 2(1), 335-343.
• Liu, Y. (2015). The Review of empowerment leadership. Open Journal of Business and Management,3, 476-482. Doi: 10.4236/ojbm.2015.34049
• Lutsilili, A.S., Daniel, W. & Benson, M. (2014). Effect of teacher empowerment on public secondary school performance in Nakuru Town East Constituency, Kenya. International Journal of Science and Research, 3(5), 1517-1522.
• Luyten H and Bazo M (2019) Transformational leadership, professional learning communities, teacher learning and learner centered teaching practices: Evidence on their interrelations in Mozambican primary education. Studies in Educational Evaluation, 60(2019), 14–31. Doi: 10.1016/j.stueduc.2018.11.002
• Manz, C. C., & Sims, H. P., Jr. (1989). Superleadership: Leading others to lead themselves. Englewood Cliffs, NJ: Prentice-Hall.
• Manz, C. C., & Sims, H. P., Jr. (1991). Superleadership: Beyond the myth of heroic leadership. Organizational Dynamics, 19, 18-35.
• Maxfield, C.R. & Flumerfelt, S. (2009). The empowering principal: leadership behaviors needed by effective principals as identified by emerging leaders and principals. International Journal of Teacher Leadership, 2(2), 39-48.
• Mertens, D.M. (2010). Research and evaluation in education and psychology (3rd Edition). Los Angeles: Sage.
• 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.
• Meyer, J.P. & Allen, N.J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
• Meyer, J.P. & Allen, N.J. (1997). Commitment in the workplace: theory, research and application. Thousand Oaks: Sage Publications.
• Mgbere, B.C. & Andrew, M.V. (2019). Time management and female teachers’ job performance in junior secondary schools in Rivers State. International Journal of Innovative Psychology & Social Development, 7(1), 50-56.
• Moran, K.A. (2015). Teacher empowerment: School administrators leading teachers to lead (Unpublished Doctoral Dissertation). Youngstown State University, U.S.A.
• Motowildo, S., & Kell, H. J. (2013). Job performance. In N. W. Schmitt, & S. Highhouse, Handbook of Psychology: Industrial and Organizational Psychology (Volume 12) (pp. 82-103). New Jersey: John Wiley & Sons.
• Muhammad, I.G. & Abdullah, H.H. (2016). Assessment of organizational performance: Linking the motivational antecedents of empowerment, compensation, and organizational commitment. International Review of Management and Marketing, 6(4), 974-983.
• Muzvidziwa, I. (2014) Principalship as an empowering leadership process: The experiences of women school heads in Zimbabwe. The Anthropologist, 17(1), 213-221. Doi: 10.1080/09720073.2014.11891431
• Ndoye, A., Imıg, S.M., & Paker, M.A. (2010). Empowerment, leadership, and teachers intentions to stay in or leave the profession or their schools in North Carolina charter schools. Journal of School Choice, 4, 174-190. Doi: 10.1080/15582159.2010.483920
• Osagie, C.I. & Akinlosutu, N.T. (2017). Causal relationship between teachers’ job performance and students’ academic achievement in secondary schools in Nigeria. African Research Review, 11(4), 45-54. Doi:10.4314/afrrev.v11i4.5
• Önder, M.E., Akçıl, U. & Cemaloğlu, N. (2019). The relationship between teachers’ organizational commitment, job satisfaction and whistleblowing. Sustainability. 11(21), Doi:10.3390/su11215995
• Özdemir, M. & Gören, S.Ç. (2017). Mediating role of organizational commitment in leadership coherence, psychological empowerment, and teacher performance relationship. Elementary Education Online, 16(1): 342-353. Doi: 10.17051/io.2017.47449
• Pan, H.L.W. (2007). Principal leadership which empowers teachers. 5th International Conference on Education and Information Systems, Technologies, and Applications. Orlando, Florida, U.S.A.
• Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation: An International Journal on Theory and Practice, 11(5), 461-485. Doi: 10.1080/13803610500146269
• Payne, J., & Barnfather, N. (2012). Online data collection in developing nations: An investigation into sample bias in a sample of South African University Students. Social Science Computer Review, 30(3), 389-397.
• Pearce, C.L., Sims, H.P. Jr,, Cox, J.F.,Ball,G., Schnell, E., Smith, K.A. & Trevino, L. (2003). Transactors, transformers and beyond: A multi-method development of a theoretical typology of leadership. Journal of Management Development, 22(4), 273-307. Doi: 10.1108/02683941311300252
• Pearson, L.C. & Moomaw, W.(2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
• Polat, Ş. (2019). Öğretim doyumu ve iş performansı ilişkisinin öğretmen görüşlerine göre incelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 641-651.
• Polat, Ş. & Abaslı, K. (2019). Öğretmen algılarına göre örgütsel özdeşleşme, iş performansı ve psikolojik kırılganlık arasındaki ilişki. S. Olkun, M.E. Deniz, M.Toran, M.H. Sarı, H. Kamışlı (Ed.) İlköğretim çalışmaları: Bütünsel açıdan çocuk içinde (ss. 451-475). Pegem Akademi: Ankara
• Princy, K. & Rebeka, E. (2019). Employee commitment on organizational performance. International Journal of Recent Technology and Engineering, 8(3), 891-895. Doi:10.35940/ijrte.C4078.098319
• Ramos-Villagrasa, P. J., Barrada, J. R., Fernández-del-Río, E., & Koopmans, L. (2019). Assessing job performance using brief self-report scales: The case of the Individual Work Performance Questionnaire. Journal of Work and Organizational Psychology, 35(3), 195–205. Doi: 10.5093/jwop2019a21
• Reitzug, U.C. (1994). A case study of empowering principal behavior. American Educational Research Journal, 31(2), 283-307.
• Sackett, P. R., & DeVore, C. J. (2005). Counterproductive behaviors at work. In N. Anderson, D. S. Ones, H. K. Sinangil, C. Viswesvaran (eds.), Handbook of Industrial, Work and Organizational Psychology (pp. 145-164). London: Sage Publications.
• Sharma, S., Mukherjee, S., Kumar, A., & Dillon, W. R. (2005). A simulation study to investigate the use of cutoff values for assessing model fit in covariance structure models. Journal of Business Research, 58(7), 935-943. Doi:10.1016/j.jbusres.2003.10.007
• Sheikh, L. (2017). Antecedents and consequences of organizational commitment of teachers: Case of University of the Punjab. Pakistan Economic and Social Review, 55(2), 391-414.
• Short, P. M. (1994). Defining teacher empowerment. Education, 114(4), 488–492.
• Short, P. M., Greer, J. T., & Melvin, W. M. (1994). Creating empowered schools: Lessons in change. Journal of Educational Research, 32(4), 38–52.
• Short, P.M. & Rinehart, J.S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Journal of Educational and Psychological Measurement, 52(4), 951–960.
• Sigler, T.H. & Pearson, C. M. (2000). Creating an empowering culture: Examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5, 27-52.
• Singh, K. (2007). Quantitative social research methods. New Delhi: Sage Publications.
• Singh, K., & Billingsley, B. (1998). Professional support and its effects on teachers' commitment. Journal of educational Research, 91, 229-239.
• Somech, A. (2004). Teachers’ personal and team empowerment and their relations to organizational outcomes: Contradictory or compatible constructs? Educational Administration Quarterly, 41(2), 237-266. Doi: 10.1177/0013161X04269592
• Sonnentag, S., Volmer, J., & Spychala, A. (2008). Job Performance. In J. Barling, & C. L. Cooper, The Sage Handbook of Organizational Behavior: Volume 1 Micro Perspectives (pp. 427-447). London: Sage Publications.
• Stein Amundsen, S. & Martinsen, Ø.L. (2014). Empowering leadership: Construct clarification, conceptualization, and validation of a new scale. The Leadership Quarterly, 25(3), 487-511. Doi:10.1016/j.leaqua.2013.11.009
• Terry, P.M. (1995). Empowerment. National Forum of Education Administration and Supervision Journal, 12(3), 13-24.
• Töre, E. (2019). Öğretmenlerin örgüte duydukları duygusal bağlılıklarının tanımlanmış ve tanımlanmamış rol davranışları üzerindeki etkisinin incelenmesi. Kastamonu Eğitim Dergisi, 27(5), 2015-2025. doi:10.24106/kefdergi.3242.
• Tsui, K.T. & Cheng, Y.C. (1999) School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5(3), 249-268, Doi: 10.1076/edre.5.3.249.3883
• Uygur, K. & Arabacı, İ. (2019). Lise öğretmenlerinin personel güçlendirme algıları ile örgütsel güven algıları arasındaki ilişki: Elazığ ili örneği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi,16 (1), 744-770. Doi: 10.23891/efdyyu.2019.140
• Van Scotter, J. R., Motowildo, S. J., & Cross, T. C. (2000). Effects of task performance and contextual performance on systematic rewards. Journal of Applied Psychology, 85(4), 526-535.
• Vecchio, R.P., Justin, J.E., Pearce, C.L. (2010). Empowering leadership: An examination of mediating mechanisms within a hierarchical structure. The Leadership Quarterly, 21(2010), 530-542. Doi:10.1016/j.leaqua.2010.03.014
• Visanh, P. & Xu, H. (2018). Factors affecting organizational commitment of employee’s of Lao development bank. Sociology International Journal, 2(6), 809-818. Doi: 10.15406/sij.2018.02.00141
• Yao, J., You, Y., & Zhu, J. (2020). Principal-teacher management communication and teachers' job performance: The mediating role of psychological empowerment and affective commitment. Asia-Pacific Education Researcher, 29(4), 365-375. Doi: http://dx.doi.org/10.1007/s40299-019-00490-0.
• Zhang, X. & Bartol, K.M. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53(1), 107–128.
• Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206. Doi:10.1086/651257
• Zhu, J., Yao, J. & Zhang, L. (2019). Linking empowering leadership to innovative behavior in professional learning communities: The role of psychological empowerment and team psychological safety. Asia Pacific Education Review, 20, 657-671. Doi:10.1007/s12564-019-09584-2