On the Relationship Between Psychological Empowerment, Trust, and Iranian EFL Teachers’ Job Satisfaction

Abstract

This study aimed at relating trust and psychological empowerment to Iranian English as a foreign language (EFL) teachers’ job satisfaction. Participants were 217 (117 females and 100 males) Iranian EFL teachers teaching in secondary school. Four dimensions of psychological empowerment (meaning, competence, self-determination, and impact), three faculty trust (trust in principal, trust in colleague, and trust in students and parents), and two aspects of job satisfaction (intrinsic and extrinsic) were measured. The collected data were analyzed by means of structural equation modeling (SEM) using the AMOS 20 program. Results indicated that psychological empowerment was directly related to job satisfaction; however, trust was indirectly related to job satisfaction through psychological empowerment. Assuming job satisfaction as the causing factor, results indicated that job satisfaction could be directly related to other two variables. Findings have valuable implications for secondary school principals and authorities of Ministry of Education in higher levels.