Impact of Psychological Empowerment on Job Performance of Teachers: Mediating Role of Psychological Well-being


  • Nisar Ahmed MS Student, Institute of Management Sciences, University of Balochistan, Pakistan
  • Beenish Malik Lecturer, Institute of Management Sciences, University of Balochishtan, Pakistan



Psychological Empowerment, Psychological Well-being, Job Performance, Correlation, Mediation Analysis


This study was carried out to investigate the impact of psychological empowerment and psychological well-being on the performance of teachers and to explore the effect of psychological well-being as a mediator between psychological empowerment and performance. Convenience sampling was used to collect data from 261 secondary school teachers through a survey questionnaire in this cross-sectional study. The collected data was statistically analyzed by using SPSS software 23. Coefficient correlation, multiple regression and mediation analyses were carried out in pursuance of study objectives. It was found that psychological empowerment and well-being were significantly and positively related to job performance of teachers. Moreover, results showed that psychological well-being partially mediated the relationship between psychological empowerment and well-being. When teachers perceive higher level of psychological factors (viz. psychological empowerment & well-being), they perform better. Therefore, it is essential for administrators and executives to attend to psychological factors of teachers in order to increase their performance.


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How to Cite

Nisar Ahmed, & Beenish Malik. (2020). Impact of Psychological Empowerment on Job Performance of Teachers: Mediating Role of Psychological Well-being. Review of Economics and Development Studies, 5(3), 451-460.