Advancing Women’s Empowerment: Influential Factors in The Educational Sector of Jordan
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Apr 18, 2024
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Abstract
Women’s empowerment is crucial in creating a more equitable society, breaking gender barriers, and fostering sustainable growth by harnessing the talents and contributions of women, especially in the education sector. The percentage of women in the labor force in Jordan is among the lowest worldwide; thus, there is a need to examine the factors affecting this phenomenon. The presented study aims to examine the underlying factors that impact women's empowerment in Jordan’s education sector. The selected factors were economic needs, job efficiency, leadership, social needs, organizational commitment, organizational satisfaction, and public policy. The study used convenience sampling to collect data. A survey questionnaire was the main technique for data collection. In total, 367 questionnaires were distributed to women who occupy administrative positions; 311 questionnaires were systematically gathered (84.7% response rate). Structural equation modeling was set as the basis of analysis. The results suggested that economic needs, job efficiency, leadership, social needs, organizational commitment, organizational satisfaction, and public policy have a positive direct impact on women's empowerment in Jordan’s education sector. Further studies are encouraged to confirm the findings by taking the background of the respondents into account.
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References
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[3] Ahdan, S., Kaharuddin, A. H. B., & Yusriadi Yusriadi, U. F. (2019). Innovation And Empowerment Of Fishermen Communities In Maros Regency. International Journal of Scientific and Technology Research, 8(12).
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[14] Forgeard, M. J. C., Jayawickreme, E., Kern, M. L., & Seligman, M. E. P. (2011). Doing the Right Thing: Measuring Well-Being for Public Policy. International Journal of Wellbeing, 1(1), 79–106. https://doi.org/10.5502/ijw.v1i1.15
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[18] Gupta, N., & Mirchandani, A. (2018). Investigating entrepreneurial success factors of women-owned SMEs in UAE. Management Decision, 56(1), 219–232. https://doi.org/10.1108/MD-04-2017-0411
[19] Hair Jr, J., Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
[20] Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European business review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
[21] Hayes, A. F., & Preacher, K. J. (2014). Statistical mediation analysis with a multicategorical independent variable. British Journal of Mathematical and Statistical Psychology, 67(3), 451–470. https://doi.org/10.1111/bmsp.12028
[22] Heckert, J., Olney, D. K., & Ruel, M. T. (2019). Is women’s empowerment a pathway to improving child nutrition outcomes in a nutrition-sensitive agriculture program?: Evidence from a randomized controlled trial in Burkina Faso. Social Science and Medicine, 233, 93–102. https://doi.org/10.1016/j.socscimed.2019.05.016
[23] Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
[24] Heywood, E. (2020). Radio Journalism and Women’s Empowerment in Niger. Journalism Studies, 21(10), 1344–1362. https://doi.org/10.1080/1461670X.2020.1745668
[25] Hussain, S., & Jullandhry, S. (2020). Are urban women empowered in Pakistan? A study from a metropolitan city. Women’s Studies International Forum, 82. https://doi.org/10.1016/j.wsif.2020.102390
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[28] Ivanovic, Dj., Simovic V., Domazet I., Antonijević M. (2021). Average Matching Levels for Two DigComp Competence Areas of the Female Entrepreneurs in Serbia. Journal of Women's Entrepreneurship and Education, 3-4, 42-60. https://doi.org/10.28934/jwee21.34.pp42-60
[29] Jabbar, S. A., & Zaza, H. I. (2016). Evaluating a vocational training programme for women refugees at the Zaatari camp in Jordan: women empowerment: a journey and not an output. International Journal of Adolescence and Youth, 21(3), 304–319. https://doi.org/10.1080/02673843.2015.1077716
[30] Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
[31] Koburtay, T., & Abualigah, A. (2023). The Interplay Between Workplace Incivility, Religiosity and Well-Being: Insights from Jordan and the United Arab Emirates. Journal of Religion and Health, 1–23. https://doi.org/10.1007/s10943-023-01862-z
[32] Koburtay, T., Abuhussein, T., & Sidani, Y. M. (2023). Women Leadership, Culture, and Islam: Female Voices from Jordan. Journal of Business Ethics, 183(2), 347–363. https://doi.org/10.1007/s10551-022-05041-0
[33] Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
[34] Lamichhane, B. D. (2020). Microfinance for Women Empowerment: A Review of Best Practices. Interdisciplinary Journal of Management and Social Sciences, 1(1), 13–25. https://doi.org/10.3126/ijmss.v1i1.34504
[35] Locke, E. A. (1976). The Nature and Causes of Job Satisfaction. In M. D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology. Rand McNally.
[36] Macey, W. H., Schneider, B., Barbera, K. M., & Young, S. A. (2011). Employee engagement: Tools for analysis, practice, and competitive advantage. John Wiley & Sons. https://doi.org/10.1002/9781444306538.indsub
[37] Malhotra, A., Schuler, S. R., & Boender, C. (2002,). Measuring women’s empowerment as a variable in international development. In background paper prepared for the World Bank Workshop on Poverty and Gender: New Perspectives (Vol. 28, p. 58). Washington, DC: The World Bank.
[38] Malik, M. E., Nawab, S., Naeem, B., & Danish, R. Q. (2010). Job Satisfaction and Organizational Commitment of University Teachers in Public Sector of Pakistan. International Journal of Business and Management, 5(6). https://doi.org/10.5539/ijbm.v5n6p17
[39] Manjaly, N. B., Joseph, G., Nimmi, P. M., & KS, K. N. (2022). Entrepreneurial Intention of Indian Women University Students. Journal of Women's Entrepreneurship and Education, (3-4), 273-290. https://doi.org/10.28934/jwee22.34.pp273-290
[40] Maslow, A. H. (2000). A theory of human motivation. Classics in Management Thought-Edward Elgar Publishing, 1, 450.
[41] Messikh, A. (2021). The Entrepreneurial Intention of Algerian Women (a Sample Study of Skikda University Female Students). Journal of Women's Entrepreneurship and Education, (3-4), 134-150. https://doi.org/10.28934/jwee21.34.pp134-150
[42] Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human resource management review, 1(1), 61-89.
[43] Muluneh, M. D., Francis, L., Ayele, M., Abebe, S., Makonnen, M., & Stulz, V. (2021). The effect of women’s empowerment in the utilisation of family planning in western Ethiopia: a structural equation modelling approach. International Journal of Environmental Research and Public Health, 18(12). https://doi.org/10.3390/ijerph18126550
[44] Nassani, A. A., Aldakhil, A. M., Abro, M. M. Q., Islam, T., & Zaman, K. (2019). The impact of tourism and finance on women empowerment. Journal of Policy Modeling, 41(2), 234–254. https://doi.org/10.1016/j.jpolmod.2018.12.001
[45] Pillai J.K (1995). Women and empowerment. Gyan Publishers House, New Delhi.
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