The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

Abstract

The purpose of this study is to determine the relationships between structural and psychological empowerment of teachers and their organizational citizenship behaviors. The sample of this descriptive study consists of 384 teachers employed in the province of Mugla. The data of the study were collected through the administration of the questionnaires (namely Conditions of Work Effectiveness Questionnaire, Psychological Empowerment Scale and Organizational Citizenship Behavior Scale) to the teachers in the sample. In the analysis of the data, descriptive statistics, t test, ANOVA and hierarchical multiple regression analysis were conducted. The study revealed that that the level of teachers’ organizational citizenship behaviors (OCB) is higher than the medium level. Besides, teachers’ organizational citizenship behaviors differed significantly in terms of the variables of gender, school type and school location (urban or rural) whereas there was no significant difference in terms of the variable of seniority. The level of teachers’ structural empowerment (SE) was determined to be medium. Moreover, in terms of school type and school location variables, some dimensions of teachers’ SE differed significantly, however no significant difference was found in terms of gender and seniority variables. On the other hand, the level of teachers’ psychological empowerment (PE) was high. In terms of gender and school type variables, some dimensions of teachers’ (PE) differed significantly, yet it did not differ significantly according to the variables of seniority and school location. In addition, teachers’ psychological and SE explained one third of the OCB. According to the results of regression analysis, both the dimensions of knowledge and opportunity and the dimension of individual oriented empowerment were identified to be significant predictors of OCB. In addition, some recommendations were developed in the study in order to increase teachers’ structural and psychological empowerment.