PSYCHOLOGICAL EMPOWERMENT AMONG FACULTY OF SULU STATE COLLEGE: AN APPRAISAL

Almashin Lipae

doi:10.62596/695zs580

Authors

Almashin S. Lipae Graduate School, Sulu State College, Jolo, Sulu, Philippines Author

DOI:

https://doi.org/10.62596/695zs580

Keywords:

Psychological Empowerment, Competence, Self-Determination, Faculty

Abstract

A descriptive-correlational analysis was used to ascertain the psychological empowerment components of Sulu State College faculty members throughout the 2020–2021 academic year. Important connections and variations between the subcategories under psychological empowerment were also found when the data was grouped based on demographic traits. The One-Way ANOVA, t-Test for independent samples, and Pearson Product Moment Association Coefficient (Pearson r) were used to determine the significant association and variations in the degree of psychological empowerment. The profile of the respondents was evaluated using frequency counts and percentages, and the psychological empowerment of the respondents was evaluated using mean and standard deviations. Out of the 100 respondents, more than half are women between the ages of 31 and 40, hold a master's degree, have been with the company for ten years or fewer, and are employed full-time. Self-determination, impact, competence, and meaningfulness are among the psychological empowerment components that receive a "Agree" or "Moderate Extent" rating. Faculty at Sulu State College view psychological empowerment in terms of influence, competence, meaningfulness, and self-determination when data are grouped based on responder characteristics. Factors such as gender, age, duration of service, level of education, and appointment position have little bearing on these perceptions. The components of psychological empowerment impact, competence, meaningfulness, and self-determination are strongly correlated.

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