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The Impact Of Psychological Empowerment On Work Engagement Among University Faculty Members In China

机译：心理授权对中国大学教职工工作参与的影响

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Background: The primary aim of this research was to examine the role of psychological empowerment on the work engagement of university faculty members in China and the implications for both faculty members and university administrators. The questions of the study focus on the level of psychological empowerment and work engagement of university faculty members and the correlation between psychological empowerment and work engagement. Materials and methods: Data were collected from a sample of 162 faculty members working at a China university. They were asked to complete two self-reported scales with good reliability and validity: the psychological empowerment scale (PES) and the Utrecht work engagement scale (UWES). The responses from the sample were analyzed using SPSS software. The descriptive statistics showed the participants’ statistical characteristics, while independent sample t -tests and one-way analysis of variance (ANOVA) revealed group differences among university faculty members. Correlation analysis and multidimensional regression analysis demonstrated how psychological empowerment affected work engagement. Results: The total scores for the PES and UWES were both moderately high. Gender, age, degree attained, and professional ranking were associated with differences in levels of psychological empowerment and work engagement. The results confirmed that psychological empowerment was positively correlated with all the dimensions of work engagement. The regression analysis results showed that the positive role of psychological empowerment in work engagement was mainly realized through two dimensions: meaning and competence. Conclusion: The study results revealed significant group differences in the PES and UWES scores among university faculty members. Universities should give more support to younger and junior faculty. There is highly positive correlation between psychological empowerment and work engagement. University should recognize the role of psychological empowerment and create a supportive environment to promote faculty members’ professional development, which, in turn, can increase universities’ productivity.
机译：背景：本研究的主要目的是研究心理授权在中国大学教职员工参与中的作用以及对教职员工和大学管理人员的影响。该研究的问题集中于大学教职员工的心理授权和工作参与水平以及心理授权和工作参与之间的相关性。材料和方法：数据是从在中国大学工作的162名教师的样本中收集的。他们被要求填写两个具有良好信度和效度的自我报告量表：心理授权量表（PES）和乌得勒支工作投入量表（UWES）。使用SPSS软件分析样品的响应。描述性统计数据显示了参与者的统计特征，而独立样本t检验和方差单向分析（ANOVA）显示了大学教职员工之间的群体差异。相关分析和多维回归分析证明了心理授权如何影响工作投入。结果：PES和UWES的总分均中等偏高。性别，年龄，获得的学位和专业排名与心理赋权和工作投入水平的差异有关。结果证实，心理授权与工作投入的所有方面均呈正相关。回归分析结果表明，心理赋权在工作投入中的积极作用主要是通过意义和能力两个维度来实现的。结论：研究结果表明，大学教职员工的PES和UWES分数存在显着的群体差异。大学应为年轻和初级教师提供更多支持。心理赋权与工作投入之间存在高度正相关。大学应该认识到赋予心理力量的作用，并创造一个支持环境以促进教师的专业发展，从而可以提高大学的生产力。

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