The Predictive and Incremental Validity of Psychological Empowerment Dimensions on Teachers’ Career Commitment beyond Autonomy, Competence and Relatedness

Sesan O. Mabekoje, R. Olugbenga Azeez, Abel O. Bamgbose, Olusola O. Okunuga

Abstract


This study examined the predictive and additive effects of psychological empowerment dimensions on teachers’ career commitment over and above the satisfaction of basic work needs of autonomy, competence and relatedness. Two hundred and twelve teachers, selected through a stratified random sampling technique took part in the survey. The Career Commitment Measure, Basic Needs Satisfaction at Work Scale, and Psychological Empowerment Instrument were used to collect data which were analyzed using Moderated Hierarchical Multiple Regression Analysis. Findings indicated that psychological needs satisfaction had predictive effect on teachers’ career commitment (R2 = .233; p < .001). Psychological empowerment had both predictive and incremental effects on teachers’ career commitment (R2 = .286; ∆R2 = .053; p < .001), accounting for a significant add-on effect of 5.3 percent of the variance in teachers’ career commitment over the effect of autonomy, competence and relatedness. Empowering teachers psychologically has both predictive and add-on effects on teachers’ career commitment beyond the contribution of autonomy, competence and relatedness. Recommendations were made for research and practice.

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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