The Characteristics Of Psychological Empowerment Of College Teachers And The Correlative Study

With the constant advancement of education reform, to improve consciousness and participation sense of teachers in school management is one of the focuses in education reform. Psychological Empowerment, a way to improve work performance and job satisfaction becomes a new management skill and get more and more attention. With the Western education reform in 1980s, Psychological Empowerment expand it's application field from business management to school education. However, at present the research on Psychological Empowerment of University Teachers is relatively weak, and measurement and evaluation tools are still lacking. Therefore, it will be of great value to develop measurement tools which meets the psychometric standards, and to discuss the contemporary status of university teacher's Psychological Empowerment to be a useful guidance.Literature analysis, interviews and questionnaire methods are used in this study. Through issues release, domestic and international literature review, expert interviews and open questionnaire surveys, the study defines the meaning of university teacher's Psychological Empowerment and construct the dimensions. The study also prepare the questionnaire which meets the specifications of university teacher's psychometric psychology, and initially revealed the characteristics of psychological empowerment as well as relationship between subjective well-being and university teacher's of Psychological Empowerment. Main conclusions of this study show as below:1. The structure of University Teacher's psychological empowerment is multi-dimensional, which can be divided into five dimensions:meaningful work, job impact, self-efficacy, autonomy and objectives. 2. Total 28 items presented in this study constitute " questionnaire of university teacher's Psychological Empowerment" which meets psychometric requirements, have good reliability and validity, and can serve as a measuring tool for university teacher's psychological empowerment.3. At current status university teachers are at a medium level on Psychological Empowerment, and each of dimensions is not developed with good balance. Self-efficacy is dimension with the highest level of development while work affects is the lowest one.4. Gender difference have significant impact in the university teacher's Psychological Empowerment dimensions, male teachers have significantly higher scores then female teachers in the work impact dimension.5. University teachers with different scholar degree show significant difference in psychological empowerment. The meaning of work, self-efficacy and autonomy are different among teachers with different degree. Teachers with doctor degree and above get higher score in perceive than the teacher's with bachelor and master degree6. Teachers worked in different types of universities show difference in Psychological Empowerment. Specifically in self-efficacy dimension, the key university teachers were significantly higher than college teachers, while general university teachers are also significantly higher than college teachers; in the internalization of autonomy and objectives dimensions, the key university teachers were significantly higher than general university and colleges teachers.7. University teachers with different work were significantly different on the Psychological Empowerment. In the dimensions of meaning and self-efficacy at work, a full-time teaching staff, full-time researchers and school administrators were significantly higher than part-time staff.8. Among the total scores and it's factor of subjective well-being, the negative emotions is negatively correlated to the total scores and each of it's factor of university teachers'psychological empowerment, but all else are positively correlated. Psychological Empowerment is significant predictor for subjective well-being, the higher the level of Psychological Empowerment, the higher the level of subjective well-being.