Mediating the relationship between Empowering Leadership and Individual Work-Performance through Psychological Empowerment: A Predictive Correlational Study in an Educational Context

Abstract

The present study aimed to identify the direct effects of empowering leadership on task performance and contextual performance among educational supervisors and identify its indirect effects on those two variables through psychological empowerment mediation. The study used a predictive correlational research design. The study tools were applied using a complete census of the target population, which comprised all educational supervisors in Jeddah's education departments. Findings showed direct effects of empowering leadership on both task performance and contextual performance, and direct effects of psychological empowerment on task performance and contextual performance. Empowering leadership had indirect effects on task performance and contextual performance through psychological empowerment mediation; that is, psychological empowerment fully mediates the influence of empowering leadership on task performance and contextual performance. The study recommended investigating educational supervisors' psychological empowerment capabilities and perceptions before implementing structural empowerment initiatives or any organizational interventions to attain organizational outcomes in terms of task performance and contextual performance or any other desired work behaviors.