The Effect of Psychological Empowerment on Organizational Silence Behaviors of Education Faculty Lecturers

The purpose of this study is to determine the effect of psychological empowerment on organizational silence behaviors of education faculty lecturers. The sample of this descriptive study consists of 147 academicians working in education faculties at Mugla Sitki Kocman University, Adnan Menderes University and Pamukkale University. The data of the study were collected through the administration of the psychological empowerment and organizational silence behavior scales in relation to the lecturers in the sample. Higher scores in psychological empowerment mean that lecturers in an education faculty are empowered in a positive way, while higher scores in the organizational silence behavior scale mean that education faculty lecturers are more silent. In the analysis of the data, descriptive statistics, t test, ANOVA and multiple regression analysis were conducted. Findings of the study show that lecturers in education faculties are psychologically empowered above the medium level, and they show at least acquiescent silence. Psychological empowerment explains 22% of acquiescent silence, 16% of defensive silence and 7% of prosocial silence behaviors of lecturers in education faculties