Европейский журнал экспериментальной биологии Открытый доступ

Абстрактный

The relationship between psychological empowerment and professional commitment of selected physical education teachers in Khuzestan province, Iran

Najaf Aghaei and Mostafa Savari

This study aimed to determine the relationship between psychological empowerment and professional commitment of selected physical education teachers in Khuzestan province. The descriptive- correlational research method was used. Data were collected using demographic questionnaire, spritzer’s psychological empowerment questionnaire (1995), and Allen and Meyer’s professional commitment questionnaire (1993). The content validity of these questionnaires was confirmed by ten Physical Education professors who had expertise in the field of organizational behavior. Using Cronbach's alpha coefficient, the reliability of the questionnaires was obtained (α=0.87) and (α=0.85) for sprietzer’s psychological empowerment questionnaire and Allen and Meyer’s professional commitment questionnaire, respectively. The study population consisted of 230 male and female physical education teachers across the Khuzestan province. Due to the limited population size, all teachers were selected as sample. The descriptive statistics, Kolmogrov Smirnoff test, Spearman correlation test, and stepwise multiple regression were used for analyzing the research findings. The results showed that there was a significant and positive relationship between psychological empowerment subscales (meaningful sense r=0.46, competence sense r=0.195 ,selfdetermining sense r =0.214, impact sense r =0.198, trust sense r =0.245) and professional commitment (p< 0.01). Also, the results of regression analysis showed that psychological empowerment and meaningful sense subscale significantly predicted the professional commitment of selected teachers.