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

Chi Kin John LEE, Zhonghua ZHANG, Huan SONG

Research output: Contribution to journalArticles

Abstract

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.
Original languageEnglish
Pages (from-to)5-22
JournalEducation and Society
Volume30
Issue number3
DOIs
Publication statusPublished - 2012

Citation

Lee, J. C.-K., Zhang, Z., & Song, H. (2012). Effects of teacher empowerment on teacher efficacy and organizational commitment: A Chinese perspective. Education and Society, 30(3), 5-22. doi: 10.7459/es/30.3.02

Keywords

  • China
  • Teacher empowerment
  • Teacher efficacy
  • Organizational commitment
  • Professional growth

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