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Article
Publication date: 1 October 2019

Kersti Kõiv, Kadi Liik and Mati Heidmets

The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes.

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Abstract

Purpose

The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes.

Design/methodology/approach

A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction.

Findings

This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment.

Practical implications

The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning).

Originality/value

Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

Details

International Journal of Educational Management, vol. 33 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 12 June 2019

Konstantin Kiyanenko

The topics “environment,” “environmental design” and “environment and behavior studies” are important and promising in architectural discourse. The academic culture of the global…

327

Abstract

Purpose

The topics “environment,” “environmental design” and “environment and behavior studies” are important and promising in architectural discourse. The academic culture of the global west plays a unique role in the development of the knowledge within the field of environmental design research (EDR), from which these concepts originate. This paper examines the western names, works and ideas related to EDR that have spread into Russian architectural discourse. The purpose of this paper is to consider the status quo of Russian knowledge of EDR and its connection with the western EDR tradition.

Design/methodology/approach

The method of research in this paper is the analysis of references and keywords of architectural publications from the largest Russian academic online library – e-library.ru.

Findings

The origin, evolution and current state of environmental architectural knowledge in Russia are discussed. Its segmentation including the presence of several self-organized spheres within the EDR domain and the variety of “dialects” of environmental language are illustrated. The connections of each segment of Russian knowledge with western authors and sources are traced. Further, conclusions are drawn regarding the similarities and differences between Russian and western knowledge in the field of EDR.

Originality/value

The relationship of Russian architectural theory with western EDR knowledge has not previously been the subject of a comparative scientometric study.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 13 no. 2
Type: Research Article
ISSN: 2631-6862

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