Effect of Psychological Empowerment Dimensions on Agricultural High School Educators' Job Performance (The Case of North West Provinces of Iran)

Evidence shows that agriculture high school educators' job performance is not at a desirable level, which has increased the necessity to recognize the variables affecting improvement of their job performance. Therefore, the main objective of this descriptive-correlative research was to examine the effect of psychological empowerment dimensions on agricultural high school educators' job performance in the North West provinces. The statistical population consisted of all educators of agricultural high school in the four provinces of Iran, including West Azerbaijan, East Azerbaijan, Ardebil and Zanjan (N=295), of which a sample size of 210 people was selected using stratified random sampling method. A questionnaire was used to collect the data. A panel of experts confirmed the content validity of the questionnaire. The construct validity and the composite reliability of the research instrument were tested by estimating the measurement model and they were satisfied after making necessary corrections. Data were collected and analyzed using Structural Equation Modeling Multivariate Technique. The results verified the hypotheses of the research in the way that five dimensions of psychological empowerment including competence, self-determination, impact, meaning and trust had significant effects on the dependent variable of educators' job performance explaining about 40 percent of its variances. Overall, it can conclude that one of the main prerequisites for increasing the educators' job performance is to improve the level of psychological empowerment of educators by paying attention to its main dimensions, in particular, meaning and competence (self-efficacy).