{"title":"Psychological empowerment-a mechanism for well-being of teachers: Psychometric evaluation of a tool.","authors":"Sumanta Bhattacharya, Anshu Narad","doi":"10.4103/jehp.jehp_1682_23","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers' \"psychological empowerment\" is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer's \"Psychological Empowerment Scale\" (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers' psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India.</p><p><strong>Materials and methods: </strong>Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach's α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA).</p><p><strong>Results: </strong>EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values.</p><p><strong>Conclusion: </strong>Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"392"},"PeriodicalIF":1.4000,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11657973/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education and Health Promotion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/jehp.jehp_1682_23","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers' "psychological empowerment" is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer's "Psychological Empowerment Scale" (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers' psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India.
Materials and methods: Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach's α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA).
Results: EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values.
Conclusion: Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.
背景:心理赋权的员工更具有创新性和主动性。个人的幸福感受到心理赋权的极大影响。检查学校教师的“心理授权”很重要,因为它比外部环境更能激励他们,并有助于他们的福祉。Spreitzer的“心理授权量表”(PES)是用于此目的的著名工具。由于缺乏对教师心理赋权和人群文化差异的研究,促使研究者重新评估PES。这项研究将有助于缩小这一差距,使教师适应PES,并产生一种有效和可靠的衡量印度教师心理赋权的方法。材料和方法:采用方便的抽样方法,在2023年从阿萨姆邦(印度)的498名中学教师(年龄范围为30-55岁)中收集数据进行横断面研究。采用IBM SPSS version 26进行描述性统计,采用Cronbach’s α评价内部一致性。采用探索性因子分析(EFA)对仪器的因子结构进行调查,然后通过验证性因子分析(CFA)对因子结构进行确认。结果:EFA提供了相当多的4因素结构证据,即意义、能力、自决和影响。12项因子结构具有较好的信度,模型拟合指标值较好。结论:4因素12项的心理赋权(PE)量表是一种可靠有效的评估印度教师体育的工具。该量表对校长、教育管理者和教师本身来说是一个很好的资源,可以评估体育的整体和维度组成部分,同时建议按照印度教师的要求制定体育规范。