The designing structural model of relationships between psychological empowerment and self-regulating with teachers job performance

Abstract

Aim: The purpose of this study was to design and test a model of relationships of psychological empowerment and self-regulation with job performance of teachers. Materials and Methods: Correlation study design was performed through structural equation modeling, and the research population consisted of 1092 teachers of the second high school level of Khorramabad, Lorestan Province, Iran, of which 385 were selected by multistage cluster sampling method. The research questionnairs were Spreitzer and Mishra psychological empowerment (1995), Yesim, Sungur, and Uzuntiryaki self-regulation (2009), and Patterson job performance (1970). Results: The results indicate that the model is fitted with the data, and 0.112% of the variance of job performance variable is explained by the variables of psychological empowerment and self-regulation. The analysis of structural equation modeling showed the effectiveness of the proposed model. Findings showed the direct effects of psychological empowerment on job performance (t = 4.449, P < 0.01), self-regulation on job performance (t = 4.577, P < 0.01), and psychological empowerment on self-regulation (t = 7.696, P < 0.01). The coefficients of indirect effects of psychological empowerment on job performance through self-regulation were also significant. Conclusion: According to the results of this study, the education organization can plan to improve psychological empowerment and self-regulation of teachers to deliver good job performance.