Volume 2 - Issue 3, May - June 2026

This study examined psychological empowerment as a predictor of job involvement among secondary school teachers in Benue North-West, Nigeria. The cross-sectional survey design was adopted. Participants were 354 teachers comprising of 195(55.1%) males and 159(44.9%) females within the age range of 22–62 years, mean age of 40.25 years (SD=9.69). Systematic random sampling technique was used in selecting the schools while simple random sampling technique was used in selecting the participants. Data were collected using the Teachers’ Job Involvement Scale (T-JIS) and Spreitzer’s Empowerment Scale. The standard multiple regression analysis was used to test the hypothesis. Results showed that psychological empowerment and its dimensions of meaningfulness, competence, self-determination and impact jointly predict overall job involvement significantly among secondary school teachers in Benue North-West. Independently too all the psychological empowerment dimensions, except competence, predicted job involvement of the teachers significantly. It was therefore concluded that psychological empowerment through meaningfulness, impact, and self-determination is a key factor in predicting job involvement of teachers. The study recommended that management of secondary schools and policy makers should always consult with the teachers when designing their work schedules.

Tertindi Lordsent Tyokyaa, Benjamin Osayawe Ehigie, Patrick Saaondo, Nugemo Susie Hembah, Josephine Mbafan Uwouku,"Psychological Empowerment as Predictors of Job Involvement Among Secondary School Teachers in Benue North-West, Nigeria" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(3): Page(277-282) May-June 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.