Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools.

By Ronit Bogler, A. Somech. 2004

849 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/482f95d9f7b6e1fc85f0fa6a1f901ea66889146b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. Devos
2. Izhar Oplatka
3. Hester Hulpia
4. Maayan Wenderow
5. Martin Valcke
6. Diya Dou
7. Hilde Van Keer
8. Y. Nie

In Social Psychology

1. G. Devos
2. Izhar Oplatka
3. Hester Hulpia
4. Martin Valcke
5. Diya Dou
6. D. McInerney
7. Y. Nie
8. Hilde Van Keer

Citations in the corpus

• Teachers’ Perceptions of Their Working Conditions (2011, background): “Along with the research focus on transformational leadership came attention to teacher empowerment, which according to one definition is “a process whereby school participants develop the competence to take charge of their own growth and resolve their own problems” (Bogler & Somech, 2004, p. 278).”
• Psychological Empowerment as a Mediator Between Teachers’ Perceptions of Authentic Leadership and Their Withdrawal and Citizenship Behaviors (2014, background): “Bogler and Somech (2004) conducted a study of 983 teachers in Israeli middle and high schools and showed that teachers’ perceptions of their level of empowerment were significantly related to their OCB.”
• Assessing the impact of job involvement on performance (2007, background): “Studying teachers in Israel, Bolger and Somech (2004)”
• Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “OCB is defined here as those behaviors that go beyond specified role requirements and are directed toward students, colleagues, and supervisors, or the school as a unit, in order to promote organizational goals (Somech & Drach-Zahavy, 2000).”
• The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment (2009, background): “Also, other authors have concluded that organizational commitment is not directly associated with participative decisionmaking (Bogler & Somech, 2004; Louis, 1998; Somech, 2005).”
• Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Teachers’ organizational and professional commitment is related to adopting the goals of the school, loyalty to their values and willingness to strive for the school (Bogler & Somech, 2004; Mowday, Porter, & Steers, 1982; Ross & Gray, 2006b).”
• Authentic leadership and teachers’ voice behaviour: The mediating role of psychological empowerment and moderating role of interpersonal trust (2020, background): “As knowledge workers and autonomous teaching professionals (Bogler and Somech, 2004; Tschannen-Moran, 2009), teachers would benefit greatly from having greater psychological empowerment.”
• The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, result): “For example, Bogler and Somech hypothesized the positive relationship between teacher autonomy and teacher outcomes, but the results indicated teachers’ perceived autonomy and impact were the least effective predictors of any of the outcomes examined (Bogler and Somech, 2004).”