Document Type : Original Article
Authors
1 Ph.D. Student, Department of Educational Management, Faculty of Literature and Humanities, Neyshabour Islamic Azad University, Neyshabour, Iran.
2 Faculty member, Dept. of Educational Sciences, Faculty of Literature and Humanities, Islamic Azad University of Bardaskan, Bardaskan, Iran.
3 Faculty member, Department of Educational Sciences, Faculty of Literature and Humanities, Neyshabour Islamic Azad University, Neyshabour, Iran.
4 Faculty member, Department of Management, Faculty of Literature and Humanities, Neyshabour Islamic Azad University, Neyshabour, Iran.
Abstract
For its mission of providing, training and empowering human resources, and to be the leader in the education, research, production and promotion of the required science of education, the University of Farhangian must have a capable faculty, excellence, and renovation. This study was conducted to develop empowerment model for faculty members of Farhangian University. In the first step, with the literature review of the components of empowerment, a list of 48 components and 14 dimensions were prepared by interviewing ten faculty members at Farhangian University and in a questionnaire with 118 items (0.9 reliability). Faculty members answered 53 people at Farhangian University of Razavi and North Khorasan provinces. Then, by exploratory factor analysis, 37 of 14 components were identified. Finally, the empowerment model of faculty members was presented with confirmatory factor analysis. In the first step, 48 components were identified, in the second step 37 and in the last step, the empowerment model with 30 components in 14 dimensions were approved. The model was fixed with a probability value of 0.001. Therefore, the results showed that while paying special attention to the philosophical foundations, the implementation of empowerment components was provided as well as by evaluating and giving feedback on the actions taken, faculty members at Farhangian University were empowered.
Keywords
)