Impact of psychological empowerment on job performance of Chinese university faculty members: A cross-sectional study

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Renmin Shi
Qian Meng
Jie Huang
Cite this article:  Shi, R., Meng, Q., & Huang, J. (2022). Impact of psychological empowerment on job performance of Chinese university faculty members: A cross-sectional study. Social Behavior and Personality: An international journal, 50(1), e10975.


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As knowledge workers, faculty members are pivotal for the sustainable development of universities. We explored the psychological empowerment–job performance relationship with 216 faculty members of a Chinese university. Participants completed two self-report scales that have been shown to have adequate reliability and validity, which were used to assess psychological empowerment and job performance. The results show there was a significant positive correlation between psychological empowerment and job performance, such that each psychological empowerment dimension was positively correlated with each job performance dimension. Our findings highlight the importance of the psychological empowerment of university faculty members, because it is necessary for their professional development, and as the driving force for sustainable development of universities, they can contribute toward promoting academic productivity.

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