The Effect of Structural and Psychological Empowerment on Teachers’ Motivation

The objective of this study is to examine the predictive level of structural and psychological empowerment on teachers' motivation. Having adopted the relational screening model, the study utilized data collected by Conditions of Work Effectiveness Questionnaire, Psychological Empowerment Scale and The Motivation to Teach Scale as administered to a total of 266 teachers in 4 neighborhoods within Ankara province. Relations between the variables were calculated by parametric tests of t-test, one-way analysis of variance (ANOVA), correlation, and multiple regression analysis. T-test results revealed that while structural empowerment and extrinsic motivation didn't differ significantly according to gender variable but psychological empowerment and intrinsic motivation differed significantly according to gender variable. One-way ANOVA results showed that structural and psychological empowerment didn't differ significantly according to age and seniority variables but intrinsic and extrinsic motivation positively related to age and seniority variables. Correlation analysis indicated that there were meaningful positive relationships between structural and psychological empowerment and intrinsic and extrinsic motivation. Structural and psychological empowerments are significant predictors for teachers' motivation according to results of multiple regression analysis. Suggestions for increasing the level of teachers' motivation were presented at the end of the study.