Relationship of Teachers' Empowerment and Organizational Commitment at Secondary School Level in Punjab

Oct 15, 2026

The study examined the relationship between teachers’ empowerment and organizational commitment in public secondary schools in Punjab. Teachers’ empowerment and organizational commitment instruments were developed, and questionnaire reliability was reported (empowerment scale .910, commitment scale .781). Correlation-based survey design with multistage random sampling collected data from 1200 teachers, yielding 1103 responses. Findings showed a strong positive relationship, indicating school management should incorporate empowerment into motivational and human-resource policies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Teacher Empowerment

Bulletin of Education and Research August 2020, Vol. 42, No. 2 pp. 69-80 Relationship of Teachers' Empowerment and Organizational Commitment at Secondary School Level in Punjab Noor Muhammad* and Abid Hussain Ch. ** Abstract The purpose of the study was to find out the relationship of teachers’ empowerment and workplace relations with organizational commitment. The public secondary school teachers of Punjab were the focus group of the study. The researcher developed instruments of teachers’ empowerment and organizational commitment to gather information from sample of the study. The reliability of the questionnaires was as teachers’ empowerment scale .910 and organizational commitment scale.781. The research design was correlation based on survey. A multistage random sampling technique was used to collect data of 1200 teachers (male = 600 and female = 600), and 1103 teachers sent questionnaire back. Results of the study showed positive strong relationship between teachers’ empowerment and organizational commitment. School management must incorporate teachers’ empowerment as motivational technique to enhance teachers’ commitment toward teaching profession. So, educational administration must include teachers’ empowerment in human resource policy to make teachers’ committed personnel. Keywords: Teachers empowerment, organizational commitment, secondary school *Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore. Email: [rainoormuhammad@gmail.com](rainoormuhammad@gmail.com) **Professor, Institute of Education and Research, University of the Punjab, Lahore. Introduction The effective knowledgeable workforce is the most fundamental need of school organization with the expectations to promote human quality in all aspects of life. These organizational expectations have made current century school organization different to previous ones. Modern school management motivates teachers to maintain the constant committed human resources for vital organizational success. Educational organization, therefore, is upgrading environment to promote human qualities for the need of hours. This advantage might be gain through organizational commitment as it is the foremost expected response to current innovative changes. But organizational commitment is not the simplest process in current situational choices to pursuit school success. This psychological and emotional aspect might be profile in various ways through appropriate motivational techniques. Teachers’ empowerment is one of the efficient motivational aspects to enhance teachers’ commitment. Chib (2016) associated teachers’ empowerment with intrinsic motivation. Empowerment has two facets as structural empowerment and psychological empowerment (Ameer, Bhatti, & Baig, 2014). Teachers’ empowerment was psychological aspect because of self-determination and intrinsic values grounded in motivational encouragement. Organizational commitment was also psychological state concerned with individuals’ feelings about their engagement with desire to serve continuously for the organization (Meyer & Allen 1997). Both constructs promoted the suitable environment and work potential of teachers. When they worked in empowered context they continued to believe in mission and vision of the school organization and displayed the best behavior for academic success. Such behavior made them committed toward their duties and recognized their responsibilities. Their participation ensured their organizational commitment that was symbol of their intrinsic motivational attachment with school values and norms. Nature of empowerment determined motivational process that established the organizational commitment of teachers. Educational leaders who empowered teachers with shared work plan might achieve maximum of educational outcomes. Empowered teachers contributed more to serve the organization by various program committees (Hirsh, 2011; Olson, 2009; Overton, 2009). Psycholo

FAQs

What was the main purpose of the study?

To identify the relationship between teachers’ empowerment and organizational commitment in public secondary schools in Punjab.

How was data collected and how many teachers participated?

The study used a correlation-based survey with multistage random sampling. Data were collected from 1200 teachers and 1103 teachers returned questionnaires.

What did the results show about the relationship between the two constructs?

The results indicated a strong positive relationship between teachers’ empowerment and organizational commitment.

Oct 15, 2026

Upload by Guten tag