The relationship between organizational functioning of low SES schools and teachers’ work-related wellbeing: the mediating effect of psychological empowerment

Abstract

This study aims to examine the relationships between organizational characteristics of a school in a low socio-economic status (SES) environment and the work-related wellbeing of teachers. It explores how these factors are associated – both directly and indirectly – with teachers’ job satisfaction and feelings of job security, with psychological empowerment explored as a possible mechanism through which organizational characteristics are related to teachers’ job satisfaction and job security. Using a quantitative research approach, data was gathered from 33 low SES context schools in Lithuania, resulting in a final sample of 292 teachers. The findings indicate that in schools with low socio-economic status, teachers’ psychological empowerment helps explain the relationship between school organizational functioning and work-related wellbeing. As the organizational aspects of the school improve, there is an increase in teachers’ psychological empowerment. This increase in psychological empowerment, in turn, is related with higher job satisfaction and lower job insecurity for teachers. The results of this research highlight the significance of human resource management in enhancing teachers’ work-related wellbeing. School leaders can promote the wellbeing of teachers at work by ensuring efficient organizational operations and empowering teachers. This is particularly important in low socioeconomic status areas, where school leaders often face the pressing challenge of teacher shortages. However, it is important to acknowledge that the results cannot be generalized to all low SES schools, as the study was conducted solely in Lithuania. Further research is needed to determine whether similar trends exist in low SES schools in other countries.