Abstract
We examined the multidimensional concept of empowerment in the context of women primary school teachers in India. We conducted interviews and then a questionnaire survey. Using structural equation modelling, we found that empowerment has two components: one is ‘latent empowerment’ (consisting of meaning, competence and impact); and the other is ‘action-oriented empowerment’ or autonomy. In teachers’ context, ‘latent empowerment’ affects both job satisfaction and innovative behaviour, whereas autonomy weakly influences only the innovative behaviour. ‘Latent empowerment’ mediates the relationship of workplace support with both job satisfaction and innovative behaviour. The role of information sharing in enhancing innovative behaviour through autonomy is weakly supported.
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