Investigating the Factor Structure and Validity of Teacher Empowerment Scale

Subject Areas : Educational Psychology

zahra shokooh  shamsadini ¹ (Ph. D. student in Educational Management, Department of Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran)
Vida  Andishmand ² (Assistant Professor, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran.)
zahra  zeinaddini ³ (Assistant Professor, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran.)
Mitra  Kamyabi ⁴ (Assistant Professor, Department of Psychology and Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran)

Received: 2023-07-31 Accepted : 2023-10-30 Published : 2023-10-23

Keywords: factor analysis, empowerment, teachers, Psychometrics,

Abstract :

 Measuring and enhancing teachers' empowerment for developing and maintaining a high-performance and flexible workforce is essential; Therefore, the purpose of this study was to validate the teacher empowerment scale. This descriptive study was conducted using psychometric method. The statistical population included all teachers working in Kerman province in 2022. The number of samples was determined according to psychometric criteria to 100 people for the convergent validity section, 750 people for the structural validity section and 100 people for reliability. The samples were selected by cluster sampling method. The research data were collected electronically by sending the questionnaire link to the participants' mobile phones through two scales of teacher empowerment of Ozkan Hidiroglu and Tanriyogen and psychological empowerment of Spreitzer and Mishra. To examine the validity of the scale, content validity, concurrent validity, and factor analysis methods were used. The reliability of the scale was examined using internal consistency and split-half reliability methods. The results showed that the scale has content and concurrent validity (P<0.001). The results of exploratory factor analysis showed that the teacher empowerment scale consists of four factors and has appropriate validity. Confirmatory factor analysis also confirmed the four-factor model. Cronbach's alpha coefficients for the whole scale and subscales ranged from 0.81 to 0/94, indicating the appropriate reliability of this scale. The 37-item teacher empowerment questionnaire can be used to assess teacher empowerment

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Acal González, C. J., Aguilera Del Pino, A. M., & Escabias Machuca, M. (2020). New Modeling Approaches Based on Varimax Rotation of Functional Principal Components.

Amzat, I. H., & Valdez, N. P. (2017). Teacher empowerment toward professional development and practices. Sharing school leadership: Principalship empowerment or relegation, 43-58.

Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it?. Journal of educational administration, 50(3), 287-306.

Buksnyte-Marmiene, L., Brandisauskiene, A., & Cesnaviciene, J. (2022). The Relationship between Organisational Factors and Teachers’ Psychological Empowerment: Evidence from Lithuania’s Low SES Schools. Social Sciences, 11(11), 523.

Chang, C. C., & Chen, Y. K. (2023). A Transdisciplinary STEM Course Integrated through Project-based Learning on Robotics: Perspective from Teacher and Student Feedback. Asia Pacific Journal of Education, 1-16.

Elrayah, M. (2022). Improving teaching professionals' satisfaction through the development of self-efficacy, engagement, and stress control: A cross-sectional study. Educational Sciences: Theory & Practice, 22(1), 1-12.

Hidiroglu, Y.Ö., & Tanriogen, A. (2020). Development of teachers' empowerment scale: A validity and reliability study. International Journal of Assessment Tools in Education, 7(4), 753-772.

Ghahremani-Ghajar, S. S., & Mirhosseini, S. A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, culture and curriculum, 18(3), 286-299.

Lawshe, C. H. (2006). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.

Lewis, S. (2020). Providing a platform for ‘what works’: Platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education, 56(4), 484-502.

Mapacpac Jr, G. W., & Yango, A. R. (2023). Workplace Empowerment, Job Satisfaction, and Teaching Performance of Public Senior High School Teachers' in City Schools Division in the Province of Laguna. Technium Soc. Sci. J., 44, 259.

Mohammadi, P. D., M., Salimi, P. D., G., & Dorri, T. (2017). Teachers’ Status in Iranian Educational System: An Indiginous Model Constructed and Validated. Quarterly Journal Of Education, 33(1), 53-74. [In Persian]

Muttaqin, I. (2023). Examining Perceived Organizational Support and Teacher Empowerment. Al-Hayat: Journal of Islamic Education, 7(1), 173-191.

Nuk, N.A.M.S.D. (2023). A review on relationship between empowermwnt, job satisfaction and tornover intention among teachers. International journal of economic perspectives, 17(7), 34-42.

Rezaei, M., Hoveida, R., & Samavatian, H. (2015). Concept of psychological empowerment and its relationship with psychological capital among teachers. New Educational Approaches, 10(1), 67-82. [In Persian]

Sanjari, S., Fakhraei, A. A., Soleimani, M. R. M., & Alidousti, K. (2022). Validation of the Slade Fear of Childbirth Scale for Pregnancy in a Sample of Iranian Women: A Cross-sectional Study. Crescent Journal of Medical & Biological Sciences, 9(3).

Sanjari, S., Soleimani, M. R. M., & Keramat, A. (2023). Development and Validation of an Electronic Scale for Sexual Violence Experiences in Iranian Women. Crescent Journal of Medical & Biological Sciences, 10(1).

Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and psychological measurement, 52(4), 951-960.

Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological reports, 114(1), 68-77.

Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational administration quarterly, 38(4), 555-577.

Spreitzer, G. M., & Mishra, A. K. (1999). Giving up control without losing control: Trust and its substitutes’ effects on managers’ involving employees in decision making. Group & organization management, 24(2), 155-187.

Torabi, B., Amirfakhrae, A., Rezaei Gazaki, P., & Mohammadi Soleimani, M. R. (2022). Investigation of Factor Structure and Validation of Ryff’s Psychological Well-Being Scale in Working Children in the Corona Crisis: A Descriptive Study. Journal of Rafsanjan University of Medical Sciences, 21(2), 149-164. [In Persian]

Yeganeh, H., Parvaresh, H., Dehghani Ghanataghestani, M., & Mohammadi Soleimani, M. (2023). Validation of the HSE Assessment Tools in the Kerman Province Steel Industry Complex: A Case Study. Journal of School of Public Health and Institute of Public Health Research, 20(4), 423-434. [In Persian]

Yusoff, S. M., Ariffin, T. F. T., & Noman, M. (2022). Principals’ Contextual Leadership on Teachers’ Organizational Commitment: Teacher Empowerment and Teachers’ Workplace Well-Being as a Serial Mediator. The Journal of Management Theory and Practice (JMTP), 3(3), 10-19.