Psychological Empowerment and Organizational Commitment among Higher Education Lecturers in Central and Eastern European Countries

Abstract

Background: Lecturers play a critical role in shaping the academic environment, and understanding their psychological well-being and commitment is essential for effective organizational management. Objectives: The primary objective is to investigate the relationship between psychological empowerment dimensions (competence, self-determination, impact, and meaning) and different forms of organizational commitment (affective, continuance, and normative) within the context of higher education. Methods/Approach: Data were collected through an online survey. The Psychological Empowerment Questionnaire (PEQ) assessed psychological empowerment, while the Organizational Commitment Questionnaire (OCQ) measured organizational commitment. IBM SPSS Statistics 24 facilitated data processing and analysis. Results: Findings reveal significant associations between psychological empowerment dimensions and organizational commitment. Some relationships are positive, while others exhibit nuances across Central and Eastern European countries. Conclusions: This research contributes valuable insights for organizational psychology and human resource management.