Article2014

Psychological Empowerment as a Mediator Between Teachers’ Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors

Orly Shapira‐Lishchinsky · Sigalit Tsemach

167 citations0/0 files storedEducational Administration Quarterly

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Job Satisfaction and Organizational Behavior School Leadership and Teacher Performance Educational Leadership and Practices

Abstract

Purpose: This study explores the mediating role of psychological empowerment on authentic leadership, organizational citizenship behaviors (OCB), and a variety of withdrawal behaviors among teachers, using the psychological model of perceptions-attitudes-behaviors. Research Design: A total of 366 teachers from 23 randomly selected Israeli schools participated in the study. The research combined self-reports and school records taken at regular time intervals regarding three withdrawal behaviors: lateness, absenteeism, and intent to leave. The model for the hierarchical data (teachers within schools) that included latent as well as manifest variables was analyzed using the Mplus statistical package applying to multilevel analysis. Findings: “Impact,” a dimension of psychological empowerment, was found to mediate the relationship between authentic leadership and OCB, whereas “self-determination, meaning, and competence,” the other dimension of psychological empowerment, was found to mediate the relationship between authentic leadership and absence frequency. No mediating relationship was found for psychological empowerment on authentic leadership and the other withdrawal behaviors of lateness and intent to leave. Research Implications: The present study improves the Ajzen and Fishbein model. While most previous withdrawal behavior studies focused on a single dimension of withdrawal behaviors and did not consider OCB, the present study presents an integrative framework, focusing on the mediating role of psychological empowerment as a consistent link between authentic leadership and a spectrum of teachers’ withdrawal behaviors and OCB. Practical Implications: These findings should encourage principals to promote high standards of authentic leadership to empower their teachers, increase OCB, and reduce absenteeism among teachers.

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1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2012Principles and Practice of Structural Equation Modeling 1998Principles and Practice of Structural Equation Modeling 1995PSYCHOLOGICAL, EMPOWERMENT IN THE WORKPLACE: DIMENSIONS, MEASUREMENT AND VALIDATION.2001The Influence of Culture, Community, and the Nested‐Self in the Stress Process: Advancing Conservation of Resources Theory 2015A Beginner's Guide to Structural Equation Modeling 2004A Beginner's Guide to Structural Equation Modeling 2005Principles and practice of structural equation modeling, 2nd ed.

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