Faculty Empowerment: Its Influence on Teachers' Organizational Citizenship Behavior

Abstract

This study aimed to determine the influence of faculty empowerment on the Organizational Citizenship Behavior (OCB) of 174 faculty members in the four (4) public and four (4) private teacher education institutions in the province of Nueva Ecija, Philippines. It explored the relationship between the respondents' (a) demographic profile and their empowerment, (b) demographic profile and OCB, and investigated the influence of empowerment to OCB with the use of descriptive-inferential research design, utilizing correlation formulas and regression analysis. The study found that on the domains of empowerment, the faculty members' sense of involvement in decision-making was the lowest largely because they did not feel any involvement in making decisions about the institution's budget. Faculty members' monthly income had a positive correlation with their empowerment, while both monthly income and employment status had a significant relationship with their display of organizational citizenship behavior. Regression analysis revealed that faculty empowerment had a highly significant influence on their organizational citizenship behavior. Results of this study have implications for the management of teacher education institutions.