This study was intended to investigate the ‘Relationship between Autocratic Leadership Style and Teachers’ Job Performance’. The main objective of the study was, ‘To find out the relationship between autocratic leadership style and teachers’ job performance’. All secondary school teachers (SSTs) of the three chosen districts of Khyber Pakhtunkhwa, i.e. Kohat, Peshawar and Buner were included in the target population of this research. Sample of this survey was selected from secondary schools of the three mentioned districts. The total number of secondary school teachers of the selected districts was 1092. Two closed ended research tools, Leadership Styles Questionnaire and Teachers’ Job Performance Questionnaire were developed. Reliability of total item correlation of the two questionnaires were found out using Cronbach’s Alpha which were 0.817 for Leadership Styles Questionnaire (LSQ) while 0.916 for Teachers’ Job Performance Questionnaire (TJPQ). On the basis of data analysis, the null hypothesis was rejected. Based on the findings of the study, secondary school heads (Headmasters and Principals) are recommended to help the teachers in classroom management, for improving their teaching skills, management skills, discipline, regularity and interpersonal skills. It is also recommended that special workshops, seminars and trainings on capacity building of the teachers may be arranged for enhancing their capabilities and overall improvement of the institutions.
This study aimed to investigate the impact of school climate on teachers’ workplace organizational deviant behavior. The main objectives of the study were to analyze the impact of principal behavior, teachers’ behavior towards their colleagues, school safety and school resources on teachers’ workplace organizational deviant behavior. The study was descriptive in nature. The population of this study consisted of all the teachers of government high and higher secondary boys’ schools of district Nowshera, Peshawar and Mardan. Using simple random sampling technique, 367 teachers were selected as a sample size from both urban and rural areas of the three sampled districts. Self-designed structured questionnaires were used to collect data from teachers about school climate and organizational deviant behavior of teachers. Confirmatory factor analysis technique was used and all the 5 variables were correlated with one another. Using structural equation model by AMOs, 4 null hypotheses were tested and all the null hypotheses were rejected. Data analysis revealed that school climate had significant impact on teachers’ workplace organizational deviant behavior. In general, it was concluded that those schools where school climate was positive and improved, there teachers’ behavior was less deviant. On contrary, teachers’ behavior was more deviant in those schools where climate of the school was adverse and negative. Moreover, climate of urban schools was improved as compared to climates of rural schools and teachers’ behavior was less deviant in urban schools as compared to teachers’ behavior in rural schools. Less experienced teachers were less deviant as compared to more experienced teachers. It was recommended that school climate should be improved which would minimize organizational deviance of teachers.
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