Working Climate Mediating Role to Empowering Leadership and Teacher’s Professionalism in Public Elementary School

Abstract

This study investigated the mediating role of working climate in the relationship between empowering leadership and teacher’s professionalism in public elementary schools. The results indicated that teacher-respondents highly observed empowering leadership behaviors among school heads, particularly in leading by example, participative decision making, coaching, informing, and showing concern/interacting with teams. Similarly, teacher’s professionalism was rated very highly, with respondents expressing great extent of professionalism in areas such as professional community, professional knowledge, professional accountability, and ideal professional service. Additionally, working climate received high ratings, particularly in respect, communication, career development, relationship, teamwork and support, and training and learning. Furthermore, the study revealed significant relationships between empowering leadership and teacher’s professionalism, empowering leadership and working climate, as well as teacher’s professionalism and working climate. Based on these findings, it is concluded that empowering leadership plays a crucial role in shaping both the working climate and teacher’s professionalism in public elementary schools. These conclusions underscore the importance of fostering empowering leadership behaviors and nurturing positive working climates to enhance teacher professionalism and ultimately improve educational outcomes in public elementary schools.