Concept of psychological empowerment and its relationship with psychological capital among teachers

Thepurpose of the Present study was to concept of psychological empowerment and its relationship with psychological capital among teachers.This study was descriptive - correlation and the statistical. Population included all of the primary school teachers who have been teaching in academics years 2013-14, totaled of 4805 teacher.Of these, 200 teacher were selected according to method of determining sample size of Stevens (1996) and by using stratified random sampling from the stratifical society.Research tools were psychological empowerment questionnaire (Spreitzer and Mishra, 1995) and psychological capital questionnaire (Luthans et al 2007).Both of the questionnaires were reviewed and confirmed in term of content validity by seven experts. The results showed that significant and positive correlation exited between psychological capital and its dimensions (self-efficacy, hope,flexibility and optimism)withpsychological empowerment of teachers in primary schools at (p≤0/05). Also multiple regression analysis showed that although psychological capital be able to predict the psychological empowerment of teachers butamong dimensions of psychological capital, dimensions of hope 21.9 percent and flexibility 3.6 percent explain psychological empowerment among teachers, while other dimensions of self-efficacy and optimism could not predict any psychological empowerment of elementary school teachers.