FACULTY MEMBERS’ LEVEL OF PSYCHOLOGICAL

EMPOWERMENT AND ITS RELATION TO JOB

PERFORMANCE AND SATISFACTION: BASIS FOR A
PROPOSED FACULTY DEVELOPMENT PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 810-817
Document ID: 2023PEMJ602
DOI: 10.5281/zenodo.7758191
Manuscript Accepted: 2023-20-3
Psych Educ, 2023, 7: 810-817, Document ID:2023 PEMJ602, doi:10.5281/zenodo.7758191, ISSN 2822-4353
Research Article

Faculty Members’ Level of Psychological Empowerment and Its Relation to Job

Performance and Satisfaction: Basis for a Proposed Faculty Development Program
Mary Jean M. Dela Peña*
For affiliations and correspondence, see the last page.
Abstract
This study attempted to determine the level of faculty members’ psychological empowerment and its
relation to job performance and satisfaction which served as basis for the development of a proposed
faculty development program. The study was conducted in selected state universities and colleges in
the National Capital Region. This study made use of the descriptive method of research with the
survey questionnaire as the main data-gathering instrument. Weighted mean, t test and Pearson r were
utilized for data analysis. The study revealed that the level of the faculty members’ psychological
empowerment as perceived by themselves is at a Very High Level (VHL) while the school heads
rated it to a High Level (HL). Job performance and job satisfaction were both rated at a High Level
(HL). It was also found that there is a significant relationship between the faculty members’ level of
Psychological Empowerment in terms of Self-determination and Impact, and Job Performance. A
significant relationship also exists between the faculty members’ level of Psychological
Empowerment in terms of Self- determination, and Job Satisfaction in terms of Work Itself and
Co-worker Relations. Findings show that the level of the faculty members’ psychological
empowerment may have an effect on their job performance and satisfaction since psychological
empowerment was positively correlated with both job satisfaction and performance.

Keywords: psychological empowerment, job performance, job satisfaction

Introduction capable of adapting to a changing external

environment.

Today’s tertiary institutions are facing emerging and
challenging organizational conditions. Without a
doubt, change is vital for it will have profound effects
on the organization and its people. As Newstrom
(2007) affirmed, “there is a need to decide not whether
to change, but when and how to make it occur most
successfully.” He further stated that managers should
be proactive which would mean that managers should
not just anticipate events, but also initiate change.
Engaging employees in innovative behavior can,
however, be a difficult task. It is because changes in
the organization can be stressful for both the
employees and the managers. Furthermore, there may
be employees who are not totally committed in the
attainment of the school’s vision and mission. This
behavior may become an impediment in the
implementation of institutional change necessary to
adapt to the changing world. Challenges like these
need to be addressed because the pace of change is
accelerating every day.
The ineluctable fact is that living in this borderless era
requires an empowered workforce that can meet the
challenges of the changing times. Quinn and Spreitzer,
as cited by George (2013) assert that empowerment is
a strategy that enhances organizational performance
and develops an organization that is flexible enough
Since change is inevitable, different tertiary
institutions like the Marikina Polytechnic College
should deal with a variety of social, environmental,
and technological changes. The institutions’ ability to
react to challenges that go along with each change will
determine their success. These changes within tertiary
institutions, whether planned or unplanned, may have
significant effects in its development. Thus, coping
with change is one of the critical problems school
managers have to confront before innovations from
within the institution commence. Nevertheless, it is
believed that change can be managed if the people in
the organization work together.
An institution’s competitive advantage depends not
only in terms of the kind of technology it has, but also
in the competence of its people as well as their
commitment and dedication. It cannot be denied that
the most important resources of any organization are
the people it employs and their creativity and desire
for innovation. Thus, it is to be emphasized that
empowerment is needed. According to Lawler,
Mohrman, and Benson, as cited in Spreitzer (2007),
for companies to be progressive, there is a need for
fresh ideas, not to mention zest, and creativity.
Although there are studies that show how important
the role of psychological empowerment is to achieve
an organization’s goal, its effect is not yet overtly seen

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Research Article
in an organization.
The researcher then finds it crucial to determine the
level of psychological empowerment of the faculty
members of selected SUCs; and to examine the
relationship of psychological empowerment to job
performance and satisfaction in order to assist school
managers in helping people within the institution in
dealing with change. The result of the study,
hopefully, will provide the needed guideposts as to
how psychological empowerment can be realized by
teachers and educational leaders so that they can face
organizational changes and challenges.
The researcher believes that psychologically
empowered faculty members can bring about
significant contributions and changes in the
institutions where they belong. Hopefully, this will
lead to more productive and committed teachers who
will be part of the necessary changes that will further
improve the quality of education the higher education
institutions offer.
Research Questions
This study attempted to determine the level of faculty
members’ psychological empowerment and its relation
to their job performance and satisfaction in selected
state universities and colleges in the National Capital
Region which could serve as the basis for the
development of a proposed faculty development
program. More specifically, it sought answers to the
following questions:
1. Is there a significant relationship between the
faculty members’ perceived psychological
empowerment and the following variables?
1.1. job performance; and
1.2. job satisfaction?
Literature Review
Psychological Empowerment
According to Spreitzer (2007) psychological
empowerment is a reflection of a person’s active
orientation to his role and consists of cognitions that
are influenced and shaped by the environment. On the
other hand, conger and Kanungo as cited by Sreenivas
(2014) defines empowerment as a process to develop
and enhance feelings of self-efficacy.
A study on psychological empowerment of women in
Urapakkam, Kancheepuram District in India
Mary Jean M. Dela Peña
conducted by Valarmathi and Hepsipa (2014) aimed to
encourage and develop the skills for self- sufficiency.
It also attempted to study threats and opportunities
relative to empowerment. and to prove that
empowerment is one of the main procedural concerns
when addressing human rights and development. It
was found that there is a significant relationship
between the level of education and increase in the
income level of the respondents which made them
conclude that women empowerment can be achieved.
The Role of Psychological Empowerment Factors in
Enhancing the Creativity of Staff of Baqiatallah
Medical Sciences University, Iran is another reviewed
study conducted by Hosseiny, Godarzi and Poorkhalil
(2015). In order to examine the relationship between
creativity and the subscales of psychological
empowerment, Pearson correlation coefficient has
been run. Their study revealed that creativity and
empowerment have significant positive relationship.
Job Performance
Another important variable of this study is
performance. According to Corpuz (2013),
performance refers to the objectives being efficiently
and effectively accomplished and it may be stated in
terms of how excellent, outstanding, good, or poor a
performance is. She further defined performance as the
result of the efforts expended by the employee and
which is modified by his abilities and his perception of
his role. She said that poor performance may be the
result of inadequate effort expended on the job, lack of
proficiency in doing the job, and wrong role
perception.
On the other hand, performance as perceived by
Chen et al. (2011) is dependent on will, focus and
capability, yet organizations typically overdevelop
capability, and under develop will. Furthermore,
Aghayousefi and Mirhosseini, (2011) stated that most
organizational researchers agree the overall
performance of the job can be defined in three
dimensions: Work function (directly and indirectly
related to the organization's technical activities),
Context-dependent functions (functions that shape the
organizational context, social, and psychological
functioning in what is happening, is effective. e.g. to
help others, volunteer for overtime, passion) and
counter-productive behavior (behavior of employees
who hurt the organization and its members. e.g. to do
things slowly and deliberately wrong, stealing,
insulting and ignoring others, and obstruction).
Job Satisfaction
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Research Article
For Pereda et al. (2012) high job satisfaction tends to
be connected with positive condition towards greater
productivity and work efficiency. They pointed out
that good management of organization aims to develop
high job satisfaction which is a result of effective
behavior management of managers. It was further
stated that job satisfaction and social and
psychological satisfaction are intertwined. They
viewed Filipinos as generally hardworking if put in a
condition where they are satisfied with their work.
In another vein, studies show that Total Quality
Management or TQM adapted organizations identified
a positive correlation between leadership, job
satisfaction, customer satisfaction, and employee
empowerment. The assumption behind job satisfaction
is that people are able to balance their specific
satisfactions and dissatisfactions and arrive at a
general degree of satisfaction with jobs (Salazar,
2006).
Another reviewed study was conducted by Boeve
(2007). The purpose of his study was to examine the
job satisfaction factors for physician assistant (PA)
faculty. Job satisfaction factors were divided into two
categories: intrinsic factors about the respondents
(work itself and opportunities for advancement) and
extrinsic factors about the institutional faculty support
(salary, supervisory support, and coworker relations).
Methodology
Participants/Respondents
The respondents of this study are the 20 school heads
and 120 faculty members in selected state universities
and colleges in the National Capital Region. All the
respondents are from the college of teacher education
of their respective institutions. Purposive sampling
design was used to collect the necessary data.
Instruments of the Study
The main instrument that was used in gathering data is
a survey questionnaire. Part I was adapted from the
study of George (2013) which includes the four
dimensions of empowerment namely: Meaning,
Competence, Self-determination, and Impact. Part II
was adapted from Goodman and Svyantek’s Job
Performance Scale as cited in the study of Yusof et
al.(2014). The dimensions included are Altruism,
Conscientiousness, and Task Performance. The third
part of the questionnaire was taken from the study of
Boeve (2007) which includes different aspects of Job
Mary Jean M. Dela Peña
Satisfaction. Among these are Work Itself,
Advancement Opportunities, Salary, Supervisor
Support, and Co-worker Relations. With the help and
guidance of the researcher’s adviser and the critiquing
of the experts, the questionnaire was modified and had
undergone revisions to suit the purpose and objective
of the study. The content, style, and form of the
instrument were scrutinized. After which, the
comments and suggestions were incorporated in the
final drafting of the questionnaire before the
reproduction and distribution to the two groups of
respondents.
Procedure
Permission of the school heads through a formal letter
was sought so that the researcher can personally
distribute to and retrieve the survey questionnaires
from the respondents. After permission was granted by
the president of the selected state universities and
colleges, arrangements were made with the school
heads and the faculty members who were involved in
the study. The researcher gave ample time for the
respondents to accomplish the questionnaires. After
retrieving the questionnaires, the researcher tabulated,
analyzed and interpreted the results.
Ethical Considerations
After permission to distribute questionnaires from the
heads of the selected state colleges and universities
from the National Capital Region were granted,
collection of data was then made. Respondents were
assured that all the information gathered will only be
used for research purposes.
Results and Discussion
Test of Relationship Between the Faculty Members’
Level of Psychological Empowerment and Job
Performance
Table 1 shows the test of the relationship between the
faculty members’ perceived level of psychological
empowerment and job performance.
It is revealed in Table 1 that there is a substantial and
definite but small relationship between the faculty
member’s level of psychological empowerment in
terms of Meaning and Job Performance in terms of
Conscientiousness and Task Performance based on the
computed Pearson r of 0.413 and 0.384 with computed
t values of 4.926 and 4.524 respectively which are
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Research Article
greater than the critical t values of ±1.980. However,
there is a negligible relationship between Meaning and
Altruism since the computed t value of 0.771 is within
the range of the critical t values of ±1.980 with 118
degrees of freedom, at 5% level of significance.
Therefore, there is a significant relationship between
the faculty members’ level of Psychological
Empowerment in terms of Meaning and Job
Performance in terms of Conscientiousness and Task
Performance, but there is no significant relationship
between Meaning and Altruism.
Likewise, there is a substantial relationship between
the faculty members’ level of psychological
empowerment in terms of Competence and Job
Performance in terms of Conscientiousness and Task
Performance as evidenced by the computed Pearson r
of 0.563 and 0.545 with computed t values of 7.406
and 7.057 which are greater than the critical t value of
±1.980.
However, there is a negligible relationship between
Competence and Altruism since the computed t value
of 1.787 is within the range of the critical t values of
±1.980 with 118 degrees of freedom, at 5% level of
significance.
Table 1. Test of Relationship Between the Faculty
Members’ Perceived Psychological Empowerment and
the Job Performance
Hence, there is a significant relationship between the
Mary Jean M. Dela Peña
faculty m emb er’s level of Psy cho log ical
Empowerment in terms of Competence and Job
Performance in terms of Conscientiousness and Task
Performance, but there is no significant relationship
between Competence and Altruism.
On the other hand, there is a definite but small
relationship between Self-determination and Altruism
based on the computed Pearson r of 0.213 and
substantial relationship between the same dimension
and Job Performance in terms of Conscientiousness
and Task Performance as evinced by the computed
Pearson r of 0.491 and 0.523 with computed t values
of 6.116 and 6.658 which are greater than the critical t
values of ±1.980 with 118 degrees of freedom, at 5%
level of significance. Thus, there is a significant
relationship between the faculty members’ level of
Psychological Empowerment in terms of Self-
determination and Job Performance.
In terms of the faculty members’ level of
psychological empowerment in the dimension of
Impact and Job Performance, it was found that there is
a substantial relationship based on the computed
Pearson r of 0.536 for Altruism, 0.457 for
Conscientiousness and 0.427 for Task Performance
with computed t values of 6.90, 5.58, and 5.13
respectively which are greater than the critical t values
of ±1.980. The statistical decision is to reject the null
hypothesis. It means that there is a significant
relationship between the faculty members’ level of
Psychological Empowerment in terms of Impact and
Job Performance.
These results are consistent with those of Hechanova
et al. (2006) who conducted a study entitled
Psychological Empowerment, Job Satisfaction and
Performance among Filipino Service Workers.
Findings of the study revealed that psychological
empowerment was positively correlated with both job
satisfaction and performance. Likewise, the studies of
Degago (2014) and Chiang and Hsieh (2012) support
the finding that psychological empowerment has a
positive effect on job performance. The outcome in
Degago’s study indicates that employee empowerment
is essential in employee performance and in this era of
globalization to enable the organization to respond
quickly to any changes in the environment. This only
shows that psychological empowerment is vital and
important to the improvement of the faculty members’
performance.
Test of Relationship Between the Faculty Members’
Level of Psychological Empowerment and Job
Satisfaction
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Research Article
Table 2. Test of Relationship Between the Faculty
Members’ Perceived Psychological Empowerment and
the Job Satisfaction
Table 2 shows the test of relationship between the
faculty members’ perceived psychological
empowerment and job satisfaction. It is evident in
Table 2 that there is a definite but small and almost
negligible relationship between the faculty members’
level of psychological empowerment in terms of
Meaning and Job Satisfaction in terms of Work Itself,
Advancement Opportunities, Salary, and Co-worker
Relations based on the computed Pearson r’s of 0.328,
0.186, 0.180, and 0.291 respectively with computed t
values of 3.768, 2.060, 1.984, and 3.306 which are
greater than the critical t values of ±1.980.
Mary Jean M. Dela Peña
However, there is a negligible relationship between
Meaning and Supervisor Support since the computed
Pearson r is 0.040 with computed t value of 0.438
which is within the range of the critical t value of
±1.980 with 118 degrees of freedom, at 5% level of
significance. Therefore, there is a significant
relationship between the faculty members’ level of
Psychological Empowerment in terms of Meaning and
Job Satisfaction in terms of Work Itself, Advancement
Opportunities, Salary, and Co-worker Relations, but
there is no significant relationship between Meaning
and Supervisor Support.
It can also be gleaned in Table 35 that there is a
definite but small relationship between the faculty
members’ level of psychological empowerment in
terms of Competence and Job Satisfaction in terms of
Work Itself and Co-worker Relations based on the
computed Pearson r’s of 0.229 and 0.275 respectively
with computed t values of 2.551 and 3.113 which are
greater than the critical t values of ±1.980. However,
there is a negligible relationship between Competence
and Job Satisfaction in terms of Advancement
Opportunities, Salary, and Supervisor Support since
the computed Pearson r’s are 0.146, 0.095, 0.099, with
computed t values of 1.601, 1.038, and 1.080 which
are within the range of the critical t value of ±1.980
with 118 degrees of freedom, at 5% level of
significance. Thus, there is a significant relationship
between the faculty members’ level of Psychological
Empowerment in terms of Competence and Job
Satisfaction in terms of Work Itself and Co-worker
Relations, but there is no significant relationship
between Competence and Job Satisfaction in terms of
Advancement Opportunities, Salary, and Supervisor
Support.
It also shows that there is a definite but small
relationship between the faculty members’ level of
psychological empowerment in terms of Self-
determination and Job Satisfaction in terms of Work
Itself and Co-worker Relations based on the computed
Pearson r’s of 0.329 and 0.245 respectively with
computed t values of 3.778 and 2.740 which are
greater than the critical t values of ±1.980. However,
there is a negligible relationship between Self-
determination and Job Satisfaction in terms of
Advancement Opportunities, Salary, and Supervisor
Support since the computed Pearson r’s are 0.150,
0.154, and 0.125 with computed t values of 1.646,
1.697, and 1.372 which are within the range of the
critical t value of ±1.980 with 118 degrees of freedom,
at 5% level of significance. Thus, there is a significant
relationship between the faculty members’ level of
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Research Article
Psychological Empowerment in terms of Self-
determination and Job Satisfaction in terms of Work
Itself and Co-worker Relations, but there is no
significant relationship between Self-determination
and Job Satisfaction in terms of Advancement
Opportunities, Salary, and Supervisor Support.
Table 2 also revealed that there is a definite but small
relationship between the faculty members’ level of
psychological empowerment in terms of Impact and
Job Satisfaction in terms of Work Itself, Advancement
Opportunities, Salary, and Supervisor Support based
on the computed Pearson r’s of 0.392, 0.388, 0.291,
and 0.282 respectively with computed t values of 4.63,
4.57, 3.31, and 3.20 which are greater than the critical
t values of ±1.980.
However, there is a negligible relationship between
Impact and Co-worker Relations since the computed
Pearson r is 0.170 with computed t value of 1.87
which is within the range of the critical t value of
±1.980. Thus, there is a significant relationship
between the faculty members’ level of Psychological
Empowerment in terms of Impact and Job Satisfaction
in terms of Work Itself, Advancement Opportunities,
Salary, and Supervisor Support, but there is no
significant relationship between Impact and Job
Satisfaction in terms of Co-worker Relations.
The findings were consistent with the findings of the
studies conducted by Hechanova et. al. (2006), George
(2013), and Degago (2014). The study conducted by
George (2013) shows that there exist a relation
between psychological empowerment and job
satisfaction. This means that higher the level of
Psychological Empowerment, the higher will be the
level of Job satisfaction.
Conclusion
Based on the findings of the study, the following
conclusions were derived: The faculty members’ level
of psychological empowerment is high which means
that they find their work meaningful and worthwhile;
they have the capability to perform their jobs; they
have sense of autonomy or choice in making decisions
about work methods, pace, and effort; and to a certain
extent can influence strategic, administrative, or
operating outcomes at work. The two groups of
respondents have different views on the level of the
faculty members’ psychological empowerment in
terms of Meaning, Competence and Self-determination
except on Impact. The level of the faculty members’
job performance is high. Thus, it can be said that the
Mary Jean M. Dela Peña
faculty members are selfless, conscientious and careful
in doing their jobs, and competent in performing their
tasks.
Furthermore, the two groups of respondents have the
same purview on the faculty members’ level of job
performance. The level of the faculty members’ job
satisfaction is high. Hence, the faculty members are
satisfied with Work Itself, Adv an cem en t
Opportunities, Salary, Supervisor Support, and Co-
worker Relations. Both groups of respondents have
similar perceptions on the faculty members’ level of
satisfaction. The level of the faculty members’
psychological empowerment may have an effect on
their job performance and satisfaction since
psychological empowerment was positively correlated
with both job satisfaction and performance.
Moreover, the following recommendations are offered
in the light of the findings and conclusion of the
study: (1) The proposed faculty development program
must be further evaluated, utilized, and then
implemented to determine its effectiveness. (2) The
proposed program should be presented and funded for
its possible implementation. (3) Parallel studies
should be conducted to determine if the same results
will be obtained.
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Affiliations and Corresponding Information

Valarmathi, G. & Hepsipa J. J. (2014). A study on psychological

empowerment of women in Urapakkam, Kancheepuram District. Mary Jean M. Dela Peña
Vidhya Sagar Women’s College, Chengalpattu, Tamil Nadu, India Marikina Polytechnic College - Philippines
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and satisfaction: A reconsideration of research evidence. Academy of
Management Review, 19, 312-330.

Mary Jean M. Dela Peña 817/817