Please use this identifier to cite or link to this item: https://repository.nie.edu.sg//handle/10497/20860
Title: 
Authors: 
Keywords: 
School leader empowering behaviours
Psychological empowerment
Teacher empowerment
School leadership
Singapore context
Issue Date: 
2017
Citation: 
Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample. Educational Management Administration and Leadership, 45(2), 260-283. http://dx.doi.org/10.1177/1741143215578448
Abstract: 
Using a convenience sample of 289 teachers in Singapore, this study examined: (1) whether there were significant differences between teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours; and (2) teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours in relation to teachers’ psychological empowerment. Results indicated that teachers perceived their principals and immediate supervisors as exercising empowering behaviours in their daily practices, but they also perceived their principal and immediate supervisor differing in magnitude in some specific dimensions of empowering behaviours such as delegation of authority, providing individualised concern and support, articulating a vision and fostering collaborative relationships. Results also indicated that teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours were positively associated with teachers’ psychological empowerment, and that they added unique variance to each other in predicting teachers’ psychological empowerment. This study suggests the importance of considering teachers’ perceptions of principal’s and immediate supervisor’s empowering behaviours as two distinct constructs in empirical research so that their unique predictive power could be more aptly captured. From a practical standpoint, it suggests the importance for school leadership developers to enhance school leaders’ awareness and capacity in exercising empowering behaviours towards their teachers in their daily practice. Essentially, schools may stand to gain from developing empowering leaders at different levels of management to promote teachers’ psychological empowerment.
Description: 
This is the final draft, after peer-review, of a manuscript published in Educational Management Administration and Leadership. The published version is available online at http://dx.doi.org/10.1177/1741143215578448
URI: 
ISSN: 
1741-1432 (print)
1741-1440 (online)
Other Identifiers: 
10.1177/1741143215578448
Website: 
Appears in Collections:Journal Articles

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