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Research on Teachers’ Psychological Empowerment

Author: WangJinLiang
Tutor: ZhangDaJun
School: Southwestern University
Course: Developmental and Educational Psychology
Keywords: Psychological empowerment of teachers Psychological Empowerment internal experience Psychological empowerment skills Psychological empowerment behavior Self-respect Attributional style Individual job performance Organizational performance Cognitive processing
CLC: G635.1
Type: PhD thesis
Year: 2009
Downloads: 857
Quote: 12
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Individual psychological work authorization phenomenon is a hot issue in organizational behavior and management psychology research in recent years, has an important impact on individual behavior, work attitudes and organizational performance. The foreign employees psychological authorized began in the 1980s, management practitioners and researchers put forward on the basis of management authorization to reflect. Associated with the conduct of Western education reform in the 1980s, the license also be introduced to the field of school education, but mostly authorized management to the field of education inspection less involved psychological empowerment. Abroad psychological empowerment factors, outcome variables examined from the point of view of the practice or theory proposed theoretical model of psychological empowerment. Of psychological empowerment has just begun, and the authority in the field of education research is started from a pedagogical perspective, is still a lack of psychological research. In this study, in the context of our reality education, for reference to related research, from the perspective of educational psychology, integrated research orientation, systematic exploratory study of the phenomena of psychological empowerment of teachers. The main research contents including, application to explore sex factor analysis and confirmatory factor analysis of psychological measurement science indicators of teachers psychological authorized the measurement tools of technology, preparation; comprehensive while systematically explore authorized by our middle school teachers' psychological characteristics; multiple regression analysis and structural equation model of technical visits Teachers' Psychological Empowerment and teachers personality variables (self-esteem, attributional style), the relationship between school organizational climate and individual teachers job performance and school work performance; draw on social cognitive processing experimental paradigm, discussed the low level of psychological empowerment teachers' cognitive processing bias reveals low psychological authorized teachers negative self-schema. According to the results of this study, the following main conclusions: 1. Psychological empowerment of teachers is a multi-faceted, multi-dimensional structure, and by the experience of psychological empowerment of teachers, teachers 'psychological empowerment skills, teachers' psychological authorized acts of three dimensions, between the three dimensions a causal relationship. Experience component of psychological empowerment of teachers table by self-efficacy, influence, work status, autonomy is composed of four factors; teachers' psychological empowerment skills by participation in decision-making skills and communication skills of the two factors; teachers the psychological authorized acts involving decision-making behavior and The two factors that affect teaching behavior. Teachers 'Psychological Empowerment of the study prepared Questionnaire has good reliability and validity of indicators can be used as measurement tools on School Teachers' Psychological Empowerment. 3 current level of psychological empowerment of our primary and secondary teachers in the moderate, uneven score of various factors, including teachers' self-efficacy factors and the impact of teaching behavioral factors on score highest the work influencing factors and participation in decision-making behavioral factors on the score than is low. 4. Teachers authorized mental overall score with the teachers' age and seniority of growth and improve; different gender of the teacher in the psychological authorization of various factors (work impact force, except for self-efficacy factors) the existence of significant forward difference; primary school teachers in psychological authorized level of overall on higher than secondary school teachers; higher than the focus of secondary school teachers in the the key school teachers on the overall level of psychological empowerment; teachers 'level of psychological empowerment generally increased with the improvement of teachers' titles; higher than the level of psychological empowerment held executive positions with teachers not held executive The duties of teachers. 5 self-esteem of teachers and teachers' level of psychological empowerment there is a close relationship between self-esteem level of psychological empowerment of teachers with a positive predictive role. Level of psychological empowerment of teachers and school organizational climate are closely related, and evaluation in school organizational climate recognized colleagues exchange, professional development, participation in decision-making atmosphere, leadership and support dimensions were important predictors of different dimensions of psychological empowerment of teachers role. 7 psychological empowerment of teachers to effectively predict the performance of the individual performance of teachers and school organizations. Internal experience of psychological empowerment, both direct and individual performance the active positive impact, and also have a positive impact on individual performance through indirect; psychological empowerment skills, both through direct way on organizational performance has a positive impact also by the behavior of psychological empowerment and individual performance to organizational performance indirectly generate positive influence; psychological empowerment behavior has a direct positive impact on individual performance, have an indirect positive impact on organizational performance. 8. Teachers with a low level of psychological empowerment in the work-related information encoded recognition start on cognitive bias. The low level of psychological empowerment of teachers for work related events have more negative coding, there is the tendency of the negative encoding; work-related events have more negative recognition, negative recognition bias; of work in the event has more negative start, there is a negative start bias. From multiple perspectives, using a variety of methods to explore the psychological empowerment of primary and secondary school teachers, their contribution and innovation is mainly reflected in: (1) the structure of the questionnaire, on the basis of the reference Zimmerman theory, for the first time on internal experience dimension of teachers' psychological empowerment, the interaction between the individual and the environment dimension, the behavioral dimension of a more comprehensive measurement, broke through the psychological empowerment research confined to internal experience dimension measurements, help to better reveal the psychological empowerment on job performance impact mechanism. (2) to examine the level and characteristics of primary and secondary school teachers psychological empowerment, teacher personality variables revealed authorized teacher psychological, school organizational climate to explore the psychological empowerment of teachers to individual teachers job performance and school work performance . (3) methods of the study, for the first time, the paradigm of social cognition and introduced into the field of psychological empowerment of teachers, found that a low level of psychological empowerment of teachers in the cognitive processing bias. (4) through literature analysis and empirical research on the theoretical construct proposed psychological empowerment of teachers teachers think they can have some impact on school work, and by appropriate means, to this belief outside behavior manifested \

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CLC: > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers
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