Identifying the Factors of Psychological Empowerment in Female High School Teachers

Abstract

Purpose: This study aimed identify the factors of psychological empowerment among female high school teachers in educational settings. Methods and Materials: The study employed a mixed-methods approach. In the qualitative phase, 15 experts in educational sciences and psychology were interviewed to identify key dimensions of psychological empowerment, forming the basis of the questionnaire. In the quantitative phase, data were collected from 414 female high school teachers in Tehran using the developed questionnaire. The questionnaire included 61 items across nine dimensions: meaningfulness, job competence, autonomy, effectiveness, participation, trust, organizational commitment, self-management, and acceptance of outcomes. Confirmatory factor analysis (CFA) was performed using AMOS 24.0 to evaluate the structural validity of the model. Fit indices such as Chi-square, GFI, AGFI, CFI, and RMSEA were assessed to determine model adequacy. Findings: The CFA results confirmed the validity and reliability of the Psychological Empowerment Questionnaire. The final hierarchical nine-factor model demonstrated acceptable fit indices after adjustments, with the strongest factor loading observed for effectiveness (β = 0.954) and the weakest for meaningfulness (β = 0.701). All factor loadings exceeded the acceptable threshold of 0.32, indicating that the questionnaire effectively measures its intended constructs. The results underscored the interconnectedness of the nine dimensions, emphasizing the centrality of effectiveness, participation, and trust in psychological empowerment. Conclusion: Its multidimensional structure provides valuable insights for designing interventions aimed at enhancing teacher well-being and organizational effectiveness. The findings highlight the critical role of psychological empowerment in fostering teacher engagement and professional satisfaction.