Psychological Empowerment and Job Satisfaction: Insights from UniversityTeaching in Ecuador

Abstract

This qualitative study explores the relationship between psychological empowerment and job satisfaction among university lecturers in Ecuador. It focuses on key dimensions such as meaning, competence, self-determination, and impact. In-depth interviews were conducted with tenured lecturers at the Technical University of Cotopaxi, using purposive sampling to ensure a diversity of perspectives. Data were analysed with MAXQDA 2018.2 software, following a rigorous six-stage iterative process based on qualitative content analysis. The findings reveal a significant association between psychological empowerment and job satisfaction, particularly highlighting the importance of purpose in academic work and the availability of career development opportunities. The study underscores the value of democratic and empathetic leadership in fostering empowerment and encouraging positive workplace interactions. Such leadership contributes both to lecturer well-being and institutional performance.In conclusion, the study demonstrates that psychological empowerment is essential for enhancing job satisfaction and professional performance in educational institutions. It recommends the implementation of organisational policies and strategies that support the personal and professional development of teaching staff. 

Received: 27 January 2025 / Accepted: 22 October 2025 / Published: 05  November 2025