Rindang Ayu, Nurul-Azza Abdullah, Wan Shahrazad Wan Sulaiman, Mohd Nasir Bin Selamat
This study examines the effect of psychological empowerment as an antecedent factor and readiness to strengthen structural transformation. A total of 213 participants enrolled in higher institutions that have developed to become independent institutions, especially in financial support. The data processing procedure used SmartPLS 3.0 software and structural equation modeling (SEM). The outcomes of using structural equation modeling (SEM) aligned with established metrics, including Cronbach alpha, composite reliability, extracted mean-variance, and assessment standards for both structural models and measurements. This research found that psychological empowerment, encompassing meaning, skills, self-determination, and impact, positively influences lecturers’ commitment to structural transformation. This supports previous research indicating that psychological empowerment significantly predicts structural commitment. Furthermore, the study reveals that psychological empowerment also enhances lecturers’ willingness to change, which in turn strengthens their commitment to structural transformation. The findings underscore the pivotal role of willingness to transform as a mediator in this relationship, highlighting its importance in fostering structural resilience and adaptability. These insights contribute to understanding the dynamics of structural transformation readiness and commitment among academic staff, emphasizing the multifaceted impact of psychological empowerment in educational contexts and providing practical implications for educational institutions. © (2024), (International Journal on Advanced Science). All rights reserved.
Department of Psychology, Faculty of Psychology and Health, Universitas Negeri Padang, Padang, Indonesia; Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences & Humanities, Universiti Kebangsaan Malaysia, Selangor, Bangi, 43600, Malaysia
