Effects of teacher empowerment on teacher efficacy and organizational commitment: A Chinese perspective

This study explores how teachers’ shared perception of empowerment influences teacher efficacy and organizational commitment in the Chinese Mainland. A two-level hierarchical linear model is used to test the proposed theoretical framework. The results indicated that professional growth, a school-level teacher empowerment factor, was identified as a significant and positive predictor of school-level means of teacher efficacy. In addition, the teachers’ organizational commitment at the school level could be positively predicted by two school-level teacher empowerment factors, impact and professional growth. Copyright © 2012 James Nicholas Publishers.