Abstract
The main objective of this study is to tests and analyzes the role of effect of conscious leadership on psychological empowerment of university teaching staff. Three dimensions of conscious leadership were adopted, namely: self- consciousness, social-relation consciousness, and situation consciousness. While four dimensions of psychological empowerment were, adopt, namely: Meaning, competence, self-determination, and impact. The population of the study consists of teaching staff in Duhok polytechnic university at Kurdistan region of Iraq. The study tool is a questionnaire used to collect data from the respondents, one for conscious leadership and the second for psychological empowerment. The sample of this study was (173) teaching staff, Data were analyzing using SPSS software version 24, and Regression analysis was used to test the hypotheses of the study. The results confirmed that Conscious leadership positively predicts university teaching staff’ psychological empowerment. Furthermore, the finding suggested that among the dimensions of conscious leadership, social-relational consciousness is the most significant predictor of psychological empowerment. Based on the results of the study, a number of recommendations were presented, including the need for university administrative leaders to adopt a conscious leadership style in order to enhance the psychological empowerment of university teaching staff. Recommendations were also made for future studies in light of the study's limitations.
