Abstract
This study investigated the mediating effects of the satisfaction of basic work psychological needs (autonomy, competence, and relatedness) on the relationship between psychological empowerment and career commitment among teachers. Two hundred and twelve (212) teachers randomly sampled from 24 secondary schools in Ijebu North Local Government Area of Ogun State, Nigeria participated in the study. Data were collected using three validated instruments and analysed using the parallel mediation process of the multiple mediation macros (Hayes, 2013) on SPSS 21.0 with bootstrapping set at 1,000. Findings revealed that psychological empowerment had significant total (c = .183; p .05) on the relationship between psychological empowerment and teachers’ career commitment. Psychological empowerment therefore has significant total and direct effects on career commitment. It also has significant indirect effect on career commitment through the mediating roles of autonomy and competence but not through relatedness. Implications of the study along with suggestions for practice and research were highlighted. DOI: 10.5901/ajis.2016.v5n3p187
Highlights
Entrance into the teaching profession over the years in Nigeria has been mostly by chance and not by choice
Career commitment correlated with psychological empowerment, autonomy, competence, and relatedness
Psychological empowerment was significantly related to autonomy, competence, and relatedness
Summary
Entrance into the teaching profession over the years in Nigeria has been mostly by chance and not by choice This is observable when candidates for admission into University programmes failed to meet the cut-off point for their preferred courses and were asked to go for education as an option. The concept of commitment within the organisational context has been severally noted. Such a derivation like organisational commitment which has gained much prominence in theory, research and practice has been observed (Akinbode & Fagbohungbe, 2012; Akinyemi, 2014; Erdheim, Wang, & Zickar, 2006; Hassan, Hassan, & Mabekoje, 2008; Majekodunmi, 2013; Mathieu & Zajac, 1990; Meyer & Allen, 1991; 1997; Morrow, 2011; Morrow, McElroy, & Scheibe, 2012; Mowday, Porter, & Steer, 1982; Ng, Butts, Vandenberg, DeJoy, & Wilson, 2006; Ng & Feldman, 2008; 2011; Ogunjinmi, Onadeko, Ladebo, & Ogunjinmi, 2014). Career commitment has not been given much attention as organisational commitment has enjoyed
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