Impact of Psychological Empowerment on Job Performance of Teachers: Mediating Role of Psychological Well-being.

Abstract

Purpose: This study was carried out to investigate the impact of psychological empowerment and psychological well-being on the performance of teachers and to explore the effect of psychological well-being as a mediator between psychological empowerment and performance. Research Design/Methodology: Convenience sampling was used to collect data from 261 secondary school teachers through a survey questionnaire in this cross-sectional study. The collected data was statistically analyzed by using SPSS software 23. Coefficient correlation, multiple regression and mediation analyses were carried out in pursuance of study objectives. Findings: it was found that psychological empowerment and well-being were significantly and positively related to job performance of teachers. Moreover, results showed that psychological well-being partially mediated the relationship between psychological empowerment and well-being. Practical Implications: When teachers perceive higher level of psychological factors (viz. psychological empowerment & well-being), they perform better. Therefore, it is essential for administrators and executives to attend to psychological factors of teachers in order to increase their performance.