Psychological Empowerment and Job Satisfaction in University Teachers: Mediating Role of Workforce Agility

The present study examines the correlation between psychological empowerment, workforce agility and job satisfaction in university teachers. The purpose of the present study was to find correlation between psychological empowerment, workforce agility and job satisfaction in university teachers, to find psychological empowerment and workforce agility as significant predictors of job satisfaction in university teachers and to find out the mediating role of workforce agility between psychological empowerment and job satisfaction in university teachers. The total sample consisted of 180 teachers including 91 men and 89 women. Data was collected through non probability purposive sampling. The data was collected directly and it was collected using the psychological empowerment scale by Sprietzer (1995; 1996), Workforce agility scale (Muduli, 2016) And short index of job satisfaction (SIJS), introduced by Judge et al (2000). Pearson Product Moment correlation was computed which revealed that psychological empowerment; workforce agility and job satisfaction was positively correlated to each other in university teachers. Psychological empowerment and workforce agility was found to be positive predictor of job satisfaction in university teachers. Moreover, workforce agility was found to be significant mediator between psychological empowerment and job satisfaction in university teachers. This study will be helpful in educational domain; this study has the potential to provide valuable insights into the factors that contribute to job satisfaction and workforce agility among university teachers, which can ultimately lead to improved educational outcomes for students.