高校教师心理授权影响因素分析

Influence Factors of Psychological Empowerment among the Teachers in Universities and Colleges

目的调查高校教师心理授权的基本状况,分析组织支持感、组织认同、主管承诺等变量对心理授权的影响。方法利用心理授权量表、组织支持感量表、组织认同问卷、主管承诺问卷对6所高校的1 500名教师进行调查。结果高校教师心理授权平均分为(60.09±14.21)分。心理授权与组织支持感、组织认同、主管承诺呈正相关(r分别为0.671、0.764、0.708,P均<0.05)。组织支持感、组织认同、主管承诺对心理授权的解释变异度为86.5%。结论高校教师心理授权水平较高,组织支持感、组织认同、主管承诺对心理授权具有预测作用。

Objective To analyze the basic situation of university and college teachers＇ psychological empowerment, and investigate the effect of perceived organizational support, organizational identification, supervisory commitment on psychological empowerment. Methods The instruments which were used include perceived organizational support questionnaire （POS）, organizational identification questionnaire （ OIQ ）, supervisory com- mitment scale （SCS） and psychological empowerrnent scale （PES）. A total number of 1 500 teachers were recruited conveniently from 6 tmiversity and colleges. Results The average score of psychological empowerment was 60.09± 14.21. Positive correlation was found among perceived organiza- tional support, organizational identification, supervisory commitment and psychological empowerment （P 〈 0.05 ）. Perceived organizational support, organizational identification and supervisory commitment explained 86.5% of variance of psychological empowerment. Conclusion Overall level of university and college teachers＇ psychological empowerment is in moderate or above degree. Perceived organizational support, organizational identification, and supervisory commitment can predict a deep level of psychological empowerment.