Bhattacharya Sumanta, Narad Anshu
Department of Education, Lovely Professional University, Punjab, India.
J Educ Health Promot. 2024 Oct 28;13:392. doi: 10.4103/jehp.jehp_1682_23. eCollection 2024.
Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers' "psychological empowerment" is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer's "Psychological Empowerment Scale" (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers' psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India.
Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach's α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA).
EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values.
Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.
心理上获得赋能的员工更具创新性和积极性。个人幸福感会受到心理赋能的极大影响。考察学校教师的“心理赋能”很重要，因为它比外部环境更能激励教师，并有助于他们的幸福感提升。斯普雷itzer的“心理赋能量表”（PES）就是用于此目的的一个知名工具。针对教师心理赋能的研究稀缺以及不同人群中的文化差异促使研究者重新评估PES。本研究将通过使PES适用于教师，并生成一个在印度对其心理赋能进行有效且可靠测量的工具来填补这一空白。
在本横断面研究中，于2023年采用便利抽样法，从印度阿萨姆邦498名年龄在30 - 55岁之间的中学教师那里收集数据。使用IBM SPSS 26版进行描述性统计，包括用于评估内部一致性的克朗巴哈α系数。采用探索性因素分析（EFA）来探究该量表的因素结构，随后通过验证性因素分析（CFA）来确认因素结构。
EFA提供了关于四因素结构的大量证据，即意义、能力、自我决定和影响。12项因素结构显示出良好的信度，并证明具有良好的模型拟合指数值。
包含四个因素和12个条目的心理赋能（PE）量表是评估印度教师心理赋能的一个可靠且有效的工具。该量表对于校长、教育管理人员以及教师自身而言，在评估心理赋能的整体及维度构成方面可能是一个很好的资源，同时建议根据印度教师的情况制定心理赋能的规范。
