Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis

被引：20

作者：

Ahrari, Seyedali ^{[1
]}

Roslan, Samsilah ^{[1
]}

Zaremohzzabieh, Zeinab ^{[1
]}

Mohd Rasdi, Roziah ^{[1
]}

Abu Samah, Asnarulkhadi ^{[2
]}

机构：

[1] Univ Putra Malaysia, Fac Educ Studies, Serdang 43400, Selangor, Malaysia

[2] Univ Putra Malaysia, Fac Human Ecol, Serdang, Malaysia

来源：

COGENT EDUCATION | 2021年 / 8卷 / 01期

关键词：

Job satisfaction; teacher empowerment model; meta-analysis; meta-analytic structural equation modeling; PSYCHOLOGICAL EMPOWERMENT; SELF-EFFICACY; SCHOOL; LEADERSHIP; SCIENCE; ANXIETY; LEVEL; SCALE;

D O I：

10.1080/2331186X.2021.1898737

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This research aims to analyze studies that have investigated the effects of teacher empowerment on job satisfaction. From the results obtained from the meta-analytic structural equation modeling of 11 studies (N = 19,462), it has been found that the teacher empowerment model and job satisfaction are meaningfully correlated. The findings have also revealed that decision-making and self-efficacy among teachers had a significant impact on job satisfaction, followed by professional growth. Conversely, autonomy, impact, and status among teachers were negatively linked to job satisfaction. The findings confirm the significant effects of teacher empowerment on job satisfaction.

引用

页数：23

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