The Structural Relationship between teacher empowerment and their commitment to organizational change

Document Type : Research Paper

Authors

1 Assistant Professor , Faculty of Educational Management University, farhangian

2 PhD student in Higher Education Management, University of Tehran

3 p.hd student

Abstract

The purpose of this study was to investigate the structural relationship between teacher empowerment and their commitment to organizational change. The descriptive survey method was used for data collection and the structural equation analysis method was used for data analysis. The statistical population of the study consisted of all male and female teachers of sixth elementary and first high schools in Semnan province (309). Of these, 185 were selected for the research sample using the relative stratified random sampling method and completed the "Commitment to Change Questionnaire" by Herzkotich and Meyer (2002) and the Reinart & Schort (1994) Empowerment Questionnaire. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient (0.89) and its validity was assessed by content validity. Analysis of the data obtained by applying the LISREL Factor Analysis showed that: 1) the empowerment of teachers and their commitment to organizational change in different dimensions and components has a high level of internal consistency; Teachers' empowerment has high explanatory power for the commitment to organizational change of the teachers studied. Empowering teachers in a variety of dimensions and through planned and measured actions and strategies will bring responsibility, accountability and internal motivation for effective and effective performance to teachers.

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