Relationship between Teacher Empowerment and Job Satisfaction: A Meta-Analytic Path Analysis

Autor/inn/en	Ahrari, Seyedali; Roslan, Samsilah; Zaremohzzabieh, Zeinab; Mohd Rasdi, Roziah; Abu Samah, Asnarulkhadi
Titel	Relationship between Teacher Empowerment and Job Satisfaction: A Meta-Analytic Path Analysis
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1898737 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahrari, Seyedali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1898737
Schlagwörter	Teacher Empowerment; Job Satisfaction; Meta Analysis; Path Analysis; Structural Equation Models; Decision Making; Self Efficacy; Professional Autonomy + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Meta-analysis; Metaanalyse; Pfadanalyse; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Berufsfreiheit
Abstract	This research aims to analyze studies that have investigated the effects of teacher empowerment on job satisfaction. From the results obtained from the meta-analytic structural equation modeling of 11 studies (N = 19,462), it has been found that the teacher empowerment model and job satisfaction are meaningfully correlated. The findings have also revealed that decision-making and self-efficacy among teachers had a significant impact on job satisfaction, followed by professional growth. Conversely, autonomy, impact, and status among teachers were negatively linked to job satisfaction. The findings confirm the significant effects of teacher empowerment on job satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01