Measuring Psychological Empowerment among Primary School Teachers in Shirqat District
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Abstract
The current research aims to identify the level of psychological empowerment among primary school teachers and to know the statistically significant differences in psychological empowerment for the variables of sex (males - females) and the number of years of service (less than 5 years - more than 5 years). The current research community consisted of all primary school teachers in Salah al-Din governorate, Shirqat district, for the academic year (2021-2022), and their number was (1263) male and female teachers, and by (959) teachers and (304) female teachers, where the number of schools in Shirqat district was (200) school. The total sample of the research amounted to (600) male and female teachers distributed among (27) schools, and the validity of the scale was verified by adopting (content validity of its two types: apparent honesty, logical honesty and structural validity) and the discriminatory power was calculated for the items of the two scales. Cronbach for both scales, and the data were statistically treated using the statistical package (SPSS) and the results of the research showed that the teachers’ group enjoys a high level of psychological empowerment and the absence of statistically significant differences according to the variable (gender) between male and female teachers on the psychological empowerment variable, as for the variable years of service. The results showed that teachers from the research sample who have served more than (5) years have a higher degree of psychological empowerment than teachers with service less than (5) years.
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