Abstract Background and Purpose: School leader has an effect on teachers in divergent ways. If school leader wants their teachers to be successful and satisfied, he or she must have the potential to prompt work conditions that build up teachers’ psychological empowerment. Main aim of our research was to empirically test the relations between teachers’ perceptions of school leaders’ empowering behaviours and all dimensions of psychological empowerment (meaning, competence, self-determination and impact). Design/Methodology/Approach: We tested four hypotheses in one structural model by using structural equation modelling (SEM). The quantitative data was collected through an online survey on a sample of 525 primary school teachers in Slovenia by using two already validated questionnaires, The School Leader Empowering Behaviours (SLEB) and Psychological Empowerment Questionnaire (PEQ). Results: Findings show that teachers’ perceptions of school leaders’ empowering behaviours are positively and statistically significantly related to all dimensions of psychological empowerment (meaning, competence, self-determination and impact). Conclusion: Knowledge of psychological empowerment can be beneficial for school leaders, because with this comprehension they can strengthen apprehension and potential in exercising empowering behaviours towards their teachers to maximize their psychological empowerment.

中文翻译：

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教师对学校领导者赋权行为的感知对心理赋权的影响

摘要背景与目的：校长对教师的影响多种多样。如果学校领导希望他们的老师取得成功和满意，他或她必须具有促进工作条件的潜力，以建立教师的心理能力。我们研究的主要目的是通过经验检验教师对学校领导者赋权行为的看法与心理赋权的各个方面（含义，能力，自决和影响）之间的关系。设计/方法/方法：我们使用结构方程模型（SEM）在一个结构模型中测试了四个假设。量化数据是通过在线调查收集的，该调查使用了两个已验证的问卷调查表，对斯洛文尼亚的525名小学教师进行了抽样调查，学校领导赋权行为（SLEB）和心理赋能调查表（PEQ）。结果：研究结果表明，教师对学校领导的赋权行为的认知与心理赋权的所有方面（含义，能力，自决和影响）均存在正向和统计学显着相关。结论：心理授权的知识对于学校领导者可能是有益的，因为有了这种理解，他们可以增强对老师进行授权行为的理解和潜力，以最大程度地发挥他们的心理授权。能力，自决和影响）。结论：心理授权的知识对于学校领导者可能是有益的，因为有了这种理解，他们可以增强对老师进行授权行为的理解和潜力，以最大程度地发挥他们的心理授权。能力，自决和影响）。结论：心理授权的知识对于学校领导者可能是有益的，因为有了这种理解，他们可以增强对老师进行授权行为的理解和潜力，以最大程度地发挥他们的心理授权。