European Journal of Educational Research Volume 8, Issue 2, 617 - 631. ISSN: 2165-8714 http://www.eu-jer.com/ Influence of Empowerment on Teachers’ Organizational Behaviors Darin Jan Tindowen * University of Saint Louis, PHILIPPINES Received: January 17, 2019 ▪ Revised: March 12, 2019 ▪ Accepted: March 29, 2019 Abstract: This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession. Keywords: Teacher empowerment, organizational behaviors, higher education institutions, catholic teachers. To cite this article: Tindowen, D. J. (2019). Influence of Empowerment on Teachers’ Organizational Behaviors. European Journal of Educational Research, 8(2), 617-631. doi: 10.12973/eu-jer.8.2.617 Introduction Human persons are the pivots of work in the productive venture. They are considered as the most important assets in any organization (Gabcanova, 2011; Burma, 2014; Fulmer & Ployhart, 2013). This explains why organizations take initiatives to make sure that their employees work effectively and efficiently. Human beings offer new and innovative ideas, and thereby, wealth for the benefit of both employers and employees. This is also true in educational settings. Teachers play a very important role in the success of every educational institution especially in pursuit of quality education and instruction to its primary client: The students. Furthermore, various studies revealed and affirmed that teachers are considered as one of the most valuable human resources in any educational institution (Omebe, 2014; Datta, Guthrie, & Wright, 2005). In fact, teachers are considered as nation builders because the strength of every profession in every country grows out of the knowledge and skills that teachers help to instill to the children and students (Duncan, 2016). Also, the quality of a school system rests on the quality of its teachers (Acquaah, 2004). With the above-mentioned roles and responsibilities of teachers, it is important then that they should be empowered. Teacher empowerment in education cannot be underestimated (Calibayan, 2015). Empowerment is defined as the competence of teachers to take charge of their personal and professional development and growth and to resolve their own problems while the school systems create opportunities for competence to be developed and displayed, increase the capacity to distribute roles in decision-making as well as to increase opportunities for meaningful collective participation from teachers (Short, Greer, & Melvin, 1994). Teacher empowerment consists of six dimensions, namely status, professional growth, self-efficacy, decision making, impact, and autonomy in scheduling (Rinehart & Short, 1994). Several studies and literatures had concluded that empowerment has a significant and positive impact and effect on teachers’ organizational behaviors (Madiha & Abualrob, 2012; Calibayan, 2015; Somech & Bogler, 2002). Teachers’ * Correspondence: Darin Jan Tindowen, University of Saint Louis, Philippines.  djtindowen2015@gmail.com