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The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

Year 2018, Volume: 8 Issue: 2, 81 - 96, 01.10.2018

Yılmaz İlker Yorulmaz İbrahim Çolak Aycan Çiçek Sağlam

Abstract

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Keywords

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References

  • Altınkurt, Y., Türkkaş-Anasız, B., & Ekinci, C. E. (2016). The relationship between structural and psychological empowerment of teachers and their organizational citizenship behaviors. Education and Science, 41(187), 79-96.
  • Archbald, D., & Porter, A. (1994). Curriculum control and teachers' perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis, 16(1), 21-39.
  • Ayral, M., Özdemir, N., Türedi, A., Yılmaz-Fındık, L., Büyükgöze, H., Demirezen, S.,…Tahirbegi, Y. (2014). The relationship between teacher autonomy and student achievement: PISA sample. Journal of Educational Sciences Research, 4(SI 1), 207-218.
  • Cai, C., & Zhou, Z. (2009). Structural empowerment, job satisfaction, and turnover intention of Chinese clinical nurses. Nursing and Health Sciences, 11(4), 397-403.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
  • Çağrı-Şan, B. (2017). Öğretmenlerin ve okul yöneticilerinin psikolojik güçlendirme ve örgütsel bağlılıklarına ilişkin algıları (Unpublished Master’s thesis). Pamukkale University Institute of Educational Sciences, Denizli.
  • Çekmecelioğlu, H., & Eren, E. (2007). Psikolojik güçlendirme, örgütsel bağlılık ve yaratıcı davranış arasındaki ilişkilerin değerlendirilmesi. Yönetim, 18(57), 13-25.
  • Çolak, İ. (2016). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki (Muğla ili örneği) (Unpublished Master’s thesis). Muğla Sıtkı Koçman University Graduate School of Educational Sciences, Muğla.
  • Çolak, İ., & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 33-71.
  • Çolak, İ., Altınkurt, Y., & Yılmaz, K. (2017). Öğretmenlerin özerklik davranışları ile iş doyumları arasındaki ilişki. Karadeniz Sosyal Bilimler Dergisi, 9(2), 189-208.
  • Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051.
  • Faulkner, J., & Laschinger, H. (2008). The effects of structural and psychological empowerment on perceived respect in acute care nurses. Journal of Nursing Management, 16(2), 214-221.
  • Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
  • Garvin, N. M. (2007). Teacher autonomy: Distinguishing perceptions by school cultural characteristics (Unpublished Doctoral dissertation). University of Pennsylvania, USA. (UMI No: AAI3255863).
  • Greasley, K., Bryman, A., Dainty, A., Price, A., Soetanto, R., & King, N. (2005). Employee perceptions of empowerment. Employee Relations, 27(4), 354-368.
  • Hair, J. F., Black, W. C., Babin, B., & Anderson, R. E. (2010). Multi-variate data analysis (7th ed.). New Jersey: Pearson Education.
  • Helgøy, I., & Homme, A. (2007). Towards a new professionalism in school? A comparative study of teacher autonomy in Norway and Sweden. European Educational Research Journal, 6(3), 232-249.
  • Iliman-Puskulluoglu, E., & Altinkurt, Y. (2017). Development of teachers’ structural empowerment scale (TSES): A validity and reliability study. Unibulletin, 6(1), 118-132.
  • Ingersoll, R. M. (2007). Short on power long on responsibility. Educational Leadership, 65(1), 20- 25.
  • İlisu, İ. (2012). Personel güçlendirmenin örgütsel vatandaşlık davranışı ve işten ayrılma niyetine etkisi üzerine bir araştırma (Unpublished Master’s thesis). Niğde Üniversitesi Graduate School of Social Sciences, Niğde.
  • Kanter, R. M. (1993). Men and women of the corporation (2nd ed.). New York: Basic Books. Karabacak, M. S. (2014). Ankara ili genel liselerinde görev yapan öğretmenlerin özerklik algıları ile öz yeterlik algıları arasındaki ilişki (Unpublished Master’s thesis). Ankara University Graduate School of Educational Sciences, Ankara.
  • Karadal, H., & Kılıç, S. (2008). A study on the role of empowerment in providing organizational commitment. In The Proceedings of 4th International Strategic Management Conference (pp. 893-904). Sarajevo, Bosnia-Herzegovina. ISBN: 978-975-01397-0-3
  • Klidas, A., van den Berg, P. T., & Wilderom, C. P. (2007). Managing employee empowerment in luxury hotels in Europe. International Journal of Service Industry Management, 18(1), 70- 88.

The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy

Year 2018, Volume: 8 Issue: 2, 81 - 96, 01.10.2018

Yılmaz İlker Yorulmaz İbrahim Çolak Aycan Çiçek Sağlam

Abstract

The purpose of this study was to find out the relationship between teachers’ structural and
psychological empowerment and their autonomy. This study was designed in the survey
model. The research population consisted of teachers working at elementary, lower and upper
secondary schools in the Menteşe district of Muğla city, Turkey. The sample of the study
consisted of 325 teachers selected by using disproportionate cluster sampling technique. The
Teacher Structural Empowerment Scale, Psychological Empowerment Scale, and Teacher
Autonomy Scale were used as the data collection instruments. Descriptive statistics, t-test,
ANOVA, and hierarchical regression analysis were used to analyze the data. According to the
results of the research, teachers’ structural empowerment was above medium level. Teachers
had a high level of psychological empowerment and of general autonomy. Structural
empowerment explained 47% of teacher autonomy on its own. Including psychological
empowerment, it provided a 6% contribution to the model. Autonomy-supportive
environment, facilitative school environment, and participatory decision-making
environment dimensions of structural empowerment, together with individual empowerment
and relational empowerment of psychological empowerment were found to be the meaningful
predictors of teacher autonomy.

Keywords

Structural empowerment Psychological empowerment Teacher autonomy

References

  • Altınkurt, Y., Türkkaş-Anasız, B., & Ekinci, C. E. (2016). The relationship between structural and psychological empowerment of teachers and their organizational citizenship behaviors. Education and Science, 41(187), 79-96.
  • Archbald, D., & Porter, A. (1994). Curriculum control and teachers' perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis, 16(1), 21-39.
  • Ayral, M., Özdemir, N., Türedi, A., Yılmaz-Fındık, L., Büyükgöze, H., Demirezen, S.,…Tahirbegi, Y. (2014). The relationship between teacher autonomy and student achievement: PISA sample. Journal of Educational Sciences Research, 4(SI 1), 207-218.
  • Cai, C., & Zhou, Z. (2009). Structural empowerment, job satisfaction, and turnover intention of Chinese clinical nurses. Nursing and Health Sciences, 11(4), 397-403.
  • Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471-482.
  • Çağrı-Şan, B. (2017). Öğretmenlerin ve okul yöneticilerinin psikolojik güçlendirme ve örgütsel bağlılıklarına ilişkin algıları (Unpublished Master’s thesis). Pamukkale University Institute of Educational Sciences, Denizli.
  • Çekmecelioğlu, H., & Eren, E. (2007). Psikolojik güçlendirme, örgütsel bağlılık ve yaratıcı davranış arasındaki ilişkilerin değerlendirilmesi. Yönetim, 18(57), 13-25.
  • Çolak, İ. (2016). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki (Muğla ili örneği) (Unpublished Master’s thesis). Muğla Sıtkı Koçman University Graduate School of Educational Sciences, Muğla.
  • Çolak, İ., & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 23(1), 33-71.
  • Çolak, İ., Altınkurt, Y., & Yılmaz, K. (2017). Öğretmenlerin özerklik davranışları ile iş doyumları arasındaki ilişki. Karadeniz Sosyal Bilimler Dergisi, 9(2), 189-208.
  • Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051.
  • Faulkner, J., & Laschinger, H. (2008). The effects of structural and psychological empowerment on perceived respect in acute care nurses. Journal of Nursing Management, 16(2), 214-221.
  • Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
  • Garvin, N. M. (2007). Teacher autonomy: Distinguishing perceptions by school cultural characteristics (Unpublished Doctoral dissertation). University of Pennsylvania, USA. (UMI No: AAI3255863).
  • Greasley, K., Bryman, A., Dainty, A., Price, A., Soetanto, R., & King, N. (2005). Employee perceptions of empowerment. Employee Relations, 27(4), 354-368.
  • Hair, J. F., Black, W. C., Babin, B., & Anderson, R. E. (2010). Multi-variate data analysis (7th ed.). New Jersey: Pearson Education.
  • Helgøy, I., & Homme, A. (2007). Towards a new professionalism in school? A comparative study of teacher autonomy in Norway and Sweden. European Educational Research Journal, 6(3), 232-249.
  • Iliman-Puskulluoglu, E., & Altinkurt, Y. (2017). Development of teachers’ structural empowerment scale (TSES): A validity and reliability study. Unibulletin, 6(1), 118-132.
  • Ingersoll, R. M. (2007). Short on power long on responsibility. Educational Leadership, 65(1), 20- 25.
  • İlisu, İ. (2012). Personel güçlendirmenin örgütsel vatandaşlık davranışı ve işten ayrılma niyetine etkisi üzerine bir araştırma (Unpublished Master’s thesis). Niğde Üniversitesi Graduate School of Social Sciences, Niğde.
  • Kanter, R. M. (1993). Men and women of the corporation (2nd ed.). New York: Basic Books. Karabacak, M. S. (2014). Ankara ili genel liselerinde görev yapan öğretmenlerin özerklik algıları ile öz yeterlik algıları arasındaki ilişki (Unpublished Master’s thesis). Ankara University Graduate School of Educational Sciences, Ankara.
  • Karadal, H., & Kılıç, S. (2008). A study on the role of empowerment in providing organizational commitment. In The Proceedings of 4th International Strategic Management Conference (pp. 893-904). Sarajevo, Bosnia-Herzegovina. ISBN: 978-975-01397-0-3
  • Klidas, A., van den Berg, P. T., & Wilderom, C. P. (2007). Managing employee empowerment in luxury hotels in Europe. International Journal of Service Industry Management, 18(1), 70- 88.
There are 23 citations in total.

Details

Other ID JA39VY46UC
Journal Section Research Article
Authors

Yılmaz İlker Yorulmaz

İbrahim Çolak

Aycan Çiçek Sağlam This is me

Publication Date October 1, 2018
Published in Issue Year 2018 Volume: 8 Issue: 2

Cite

APA Yorulmaz, Y. İ., Çolak, İ., & Çiçek Sağlam, A. (2018). The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy. Eğitim Bilimleri Araştırmaları Dergisi, 8(2), 81-96.
AMA Yorulmaz Yİ, Çolak İ, Çiçek Sağlam A. The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy. EBAD - JESR. October 2018;8(2):81-96.
Chicago Yorulmaz, Yılmaz İlker, İbrahim Çolak, and Aycan Çiçek Sağlam. “The Relationship Between Teachers’ Structural and Psychological Empowerment and Their Autonomy”. Eğitim Bilimleri Araştırmaları Dergisi 8, no. 2 (October 2018): 81-96.
EndNote Yorulmaz Yİ, Çolak İ, Çiçek Sağlam A (October 1, 2018) The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy. Eğitim Bilimleri Araştırmaları Dergisi 8 2 81–96.
IEEE Y. İ. Yorulmaz, İ. Çolak, and A. Çiçek Sağlam, “The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy”, EBAD - JESR, vol. 8, no. 2, pp. 81–96, 2018.
ISNAD Yorulmaz, Yılmaz İlker et al. “The Relationship Between Teachers’ Structural and Psychological Empowerment and Their Autonomy”. Eğitim Bilimleri Araştırmaları Dergisi 8/2 (October 2018), 81-96.
JAMA Yorulmaz Yİ, Çolak İ, Çiçek Sağlam A. The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy. EBAD - JESR. 2018;8:81–96.
MLA Yorulmaz, Yılmaz İlker et al. “The Relationship Between Teachers’ Structural and Psychological Empowerment and Their Autonomy”. Eğitim Bilimleri Araştırmaları Dergisi, vol. 8, no. 2, 2018, pp. 81-96.
Vancouver Yorulmaz Yİ, Çolak İ, Çiçek Sağlam A. The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy. EBAD - JESR. 2018;8(2):81-96.