The Mediating Role of Psychological Empowerment in Relationship between Collective Teacher Efficacy and Teaching Emotions

The purpose of this study was to investigate mediating effect of Psychological Empowerment the relationship between collective teacher efficacyand teaching emotions on elementary school teachers in the city of Maybod. The method of this study was descriptive-correlation of structural equations modeling type. The population included 550 primary school teachers who have been teaching in academic years 2018-2019. Among them, 234 teachers were selected using cluster random sampling. The measurement tools in this research were collective Tschannen-Moran & Barr’s (2004) Teacher Efficacy Questionnaire, Spreitzer’s (1995) psychological empowerment Questionnaire and Frenzel et al’s (2010) Teaching Emotions Questionnaire. Data were analyzed using Pearson correlation coefficient and Modeling. The results showed that the proposed model has good fit (GFI= 0.94 & RAMSEA= 0.07). The results of Modeling showed that collective teacher efficacycan predicts positively teachers’ Positive emotions through the mediation of Empowerment Dimensions. Besides, collective teacher efficacycan predict positively teachers’ negatively emotions through the mediation of empowerment dimensions. These results suggest that promoting of collective self-efficacy among teachers increases the effectiveness of teaching and enjoyable experience in the teaching profession.