Does Basic Work Needs Satisfaction Mediate between Psychological Empowerment and Career Commitment of Teachers?

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


This study investigated the mediating effects of the satisfaction of basic work psychological needs (autonomy, competence, and relatedness) on the relationship between psychological empowerment and career commitment among teachers. Two hundred and twelve (212) teachers randomly sampled from 24 secondary schools in Ijebu North Local Government Area of Ogun State, Nigeria participated in the study. Data were collected using three validated instruments and analysed using the parallel mediation process of the multiple mediation macros (Hayes, 2013) on SPSS 21.0 with bootstrapping set at 1,000. Findings revealed that psychological empowerment had significant total (c = .183; p < .05) and direct (c’ = .092; p < .01) effects on teachers’ career commitment. Keeping other mediators constant, there were significant indirect effects of autonomy (Coeff = .161; p < .05) and competence (Coeff = .445; p < .001) but no significant indirect effect of relatedness (Coeff = .019; p > .05) on the relationship between psychological empowerment and teachers’ career commitment. Psychological empowerment therefore has significant total and direct effects on career commitment. It also has significant indirect effect on career commitment through the mediating roles of autonomy and competence but not through relatedness. Implications of the study along with suggestions for practice and research were highlighted.

DOI: 10.5901/ajis.2016.v5n3p187

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Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

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