Relationship between psychological empowerment and job satisfaction among educrats

Abstract

Purpose. The purpose of this research is to investigate the relation between psychological empowerment (meaning, self-determination, competence, and impact) and job satisfaction. It also attempts to evaluate the disparity in both psychological empowerment and job satisfaction based on demographic variables such as age, work experience, designation, and institutional affiliation. This article will greatly improve our understanding of psychological empowerment and job satisfaction in the education industry, particularly for educrats. Research design. This study’s sample consisted of 400 full-time Indian educrats working in various higher education institutions. The psychological empowerment scale developed by G. M. Spreitzer and Minnesota Satisfaction Questionnaire short form developed by D. J. Weiss, R. V. Dawis, and G. W. England were used to measure psychological empowerment and job satisfaction respectively. The significance and strength of the relationship between psychological empowerment (meaning, competence, self-determination, and impact) and job satisfaction were determined using statistical techniques such as correlation and multiple regression analysis. The ANOVA technique is used to assess the impact of various demographic variables on psychological empowerment and job satisfaction. SPSS software was used for analysis. Findings. Meaning, self-determination, and impact were found to be positively correlated with job satisfaction. However, there is no correlation between competence and job satisfaction. Further analysis revealed that all dimensions of psychological empowerment except competence predict job satisfaction. Also, significant differences are found for psychological empowerment and job satisfaction across different demographic variables. Originality. This is first of it’s kind of research which focuses on educrats’s psychological empowerment in higher education institutions.