Psychological Empowerment and Employee Engagement in Public Secondary Schools in Bayelsa State
Abstract
This study examined the relationship between psychological empowerment and employee engagement in public secondary schools in Bayelsa State. The cross-sectional and correlational research designs were employed in the study. A structured questionnaire for psychological empowerment and employee engagement with a KMO of .945 and Chronbach alpha reliability of .812 was used to generate primary data for the study. The respondents to the research instrument involved 312 public secondary school teachers out of a sample of 363 drawn from 144 public secondary schools in Bayelsa State cutting across all 8 local government areas with the aid of the Taro Yamane technique and data generated were analysed with the Pearson’s Product Moment Correlation Coefficient (PPMC) at the 0.05 level of significance. The results showed a significant relationship between all the dimensions of psychological empowerment and employee engagement (.522, .634, .576 & .432 respectively) and that the dimensions of psychological empowerment significantly predict the engagement of teachers with an adjusted r value of .764 while organization culture significantly moderate the link between psychological empowerment and employee engagement. Given these findings, it was concluded that: there is a significant empirical relationship between psychological empowerment and employee engagement among teachers in public secondary schools in Bayelsa State. Based on this conclusion, it was recommended among that enhancing beliefs in felt psychological empowerment should be a focus of school administrators towards ensuring active engagement among teachers while at the same time promoting an empowering organisation culture in which employee engagement could thrive.
Keywords
psychological empowermentemployee engagementorganization cultureteachers
References
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