The Study On Teachers’ Psychological Empowerment In University Organizational Environment

The quality of education in colleges and universities is directly decided by thestability of faculties and the standard of teaching and researching, which is the firststage of the development of colleges and universities. On the basis of organizationalenvironment theory and authorization management theory, this dissertation does aresearch on the approach to the acquisition of teachers’ psychological empowermentin colleges and universities and its influence on teachers’ work. From the perspectiveof psychology, the teachers’ perception of authorization process is studied, discussinghow to make the university teachers’ career leap from the loosely independent form tospiritually positive independence, and improve teachers’ organizational commitmentand job performance by means of intrinsic motivation.By adopting the method of literature analysis and system research, thisdissertation puts forward the train of thought of researching and solving the problem.Theoretical research model and the basic assumptions are established, based on theacquisition of teachers’ psychological empowerment and its impact respectively. Withthe method of questionnaire investigation, this dissertation, using SPSS and LISRELsoftware, makes a statistical analysis of796valid questionnaires from10commoncolleges and universities in Tianjin, and hypothesis test and model verification areexecuted by applying structural equation model. Through empirical study, the mainresearch conclusions are drawn as follows:1. Integrated model of authorization management theory is set up in universityorganizational environment, from the structure empowerment, leadershipempowerment to teachers’ acquisition of psychological empowerment. Theapproaches to getting the four dimensions of psychological empowerment are:environment, structure empowerment and leadership empowerment have positiveinfluence on meaning; structure empowerment has positive effects on competence;self-determination is significantly influenced by structure empowerment; structureempowerment has remarkable positive effects on impact and leadershipempowerment has negative effect on impact. The conclusion shows that underuniversity circumstance, structure empowerment has significant positive influence onthe dimensions of teachers’ psychological empowerment, while leadership empowerment has different influence. Therefore university cannot blindly chase thestyle of empowerment leadership and the leadership empowerment should bereasonable and moderate.2. University teachers’ organizational commitment is a two-dimensional modelcomposed of initiative commitment and passive commitment. University teachers’organizational commitment to school is reflected in initiative commitment more.Teachers are loyal to school because of the sense of belonging to the school andresponsibility of teachers’ professional norms. The meaning dimension andcompetence dimension of teachers’ psychological empowerment have significantlypositive influence on teachers’ initiative commitment; the impact dimension ofteachers’ psychological empowerment has a positive effect on teachers’ passivecommitment; Self-determination dimension of teachers’ psychological empowermenthas no significant influence on teachers’ organizational commitment, namely:increasing or reducing teachers’ self-determination will not affect teachers’organizational commitment.3. University teachers’ task performance includes teachers’ teaching performanceand scientific research performance. Meaning, competence and self-determinationdimension of psychological empowerment all have positive influence on the teachers’teaching task performance and scientific research task performance. Impactdimension only has positive effect on teachers’ scientific task performance.Competence dimension has the most significant influence on task performance.Improving teachers’ operational capability and their acceptance of the capability is themost powerful means to improve teachers’ performance.