Psychological Empowerment as a Human Resource Issue in Educational Organizations

Abstract

This study aims to explore psychological empowerment among junior high school teachers based on four primary dimensions: meaning, competence, self-determination, and impact. The research employed a qualitative approach using a phenomenological design within an interpretative paradigm. Six junior high school teachers were selected through purposive sampling, supported by three triangulation informants. Data were collected through semi-structured in-depth interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The findings revealed that teachers perceived their profession as a meaningful form of service and contribution (meaning), demonstrated confidence in their professional capabilities (competence), and experienced a sense of autonomy in managing instructional processes (self-determination). However, regarding the impact dimension, teachers reported limited influence on school-level decision-making processes. These findings indicate that teachers’ psychological empowerment is more strongly reflected in individual aspects than in the structural dimensions of the organization.