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Abstract

Teacher empowerment, as a fundamental factor in improving the quality of education, can play a significant role in enhancing teachers' resilience and improving their job performance. This study examined the relationship between teacher empowerment, teacher resilience, and job performance among 370 teachers in Kabul city. The study used a descriptive-correlational design, and the sample was selected through multi-stage cluster sampling. The study collected data using Spreitzer's Teacher Empowerment Questionnaire (1995), Patterson's Job Performance Questionnaire, and the Organizational Resilience Questionnaire developed by Prayag et al. (2018). Pearson correlation and multiple linear regression analyses were employed to analyze the data. The results indicated a positive and statistically significant relationship between teacher empowerment, teacher resilience, and job performance. Furthermore, the findings revealed that teacher empowerment could significantly predict teachers' resilience and job performance. Based on these results, enhancing empowerment in the workplace strengthens teachers' resilience and ultimately improves job performance. Therefore, school administrators and educational authorities should provide appropriate conditions to promote teacher empowerment and strengthen teachers' teacher resilience.

Keywords

Teacher Empowerment Teacher Resilience Job Performance Teachers Kabul

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Rezaei, M., & Sediqyar, M. S. (2026). Predicting Teachers’ Resilience and Job Performance Based on Teacher Empowerment among Teachers in Kabul City. Journal of Social Sciences - Kabul University, 9(2), 1–19. https://doi.org/10.62810/jss.v9i2.555
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