Abstract

• The main purpose of this study was to investigate psychological empowerment and professional commitment of teachers in Pwint Phyu Township. The quantitative research design and questionnaire survey method were used in this study. A total of 310 (male=68, female=242) teachers were randomly chosen from selected high schools in Pwint Phyu Township. In this study, psychological empowerment questionnaire developed by Singh and Kaur (2019) and professional commitment questionnaire developed by Meyer and Allen (1993) were applied. The result of independent samples t-test showed that there was no significant difference in psychological empowerment by gender. The results of ANOVA showed that there were no significant differences in both psychological empowerment and professional commitment by teaching experience and position. According to the result of this study, there was a significant difference in psychological empowerment of teachers by school. Female teachers were significantly higher in professional commitment than male teachers. The results showed that there was a significant difference in professional commitment by school. Moreover, there was significant positive relationship between psychological empowerment and professional commitment of teachers. Schools administrators should recognize the role of psychological empowerment and create a supportive environment to promote teachers’ professional development, which, in turn, can increase schools’ productivity.