Organizational Citizenship Behavior (OCB) is denoted to additional efforts or out of context role played by employee(s) which is beyond one’s formal job description prescribed by the organization. OCB is not actually a written agreement or it may not be required from an ordinary worker, but this behavior has great importance and likely desired in the organizational settings. Leader toils to his level best to mold follower's (employee) attitude towards organizational targets. Leadership remained a vital topic under various theorists but the Transformational Leadership was the most prominent. As higher education institutes are a hub of high level education providing places of any country, subsequently the educational standard and quality of deliverance have much more importance for them. The behavioral difference amongst university teachers’ worth require professional growth so teacher ship cannot be isolated from the development. Quality enhancement is essential for the individuals who are related with teaching and learning environment. Here, to explore the effects of OCB on the OC explicitly in connection to higher education teaching faculty of Pakistan. It portrays the significance of OCB in the enhancement of efficiency of firm and furthermore to determine the influencing and generating factors of OC. This study comprehends the correlation of transformational leadership, T & D chances, work and life plans & empowerment activities with organizational commitment and to evaluate significance of OCB of teachers in the triumph of their respective institutions in Pakistan.
The paper investigated the effectiveness of the implemented curriculum in emphasizing the moral values of students in primary public sector schools in Sindh. Also it analyzes the role played by the school principals/head teachers in promoting moral values among students. The paper also explored how teachers at primary schools contribute to developing the moral values of students. The study has collected 177 responses from the teachers of primary public level schools of five districts of Sindh province using purposive sampling technique while PLS-SEM has been employed for data analysis using SmartPLS v3.2.9. The results have shown that effectiveness of curriculum, teachers’ implicit beliefs, and role of principals have positive effect on students’ moral development while teachers’ implicit beliefs and role of principals have positive effect on role of teachers; whereas, teachers’ implicit beliefs and role of principals have positive effect on effectiveness of curriculum. The mediation analysis showed that effectiveness of curriculum has positive mediation between teachers’ implicit beliefs and role of principals towards students’ moral development. However, socioeconomic support has no significant moderating effect on the role of curriculum effectiveness, teachers’ and principals’ role towards students’ moral development. In this regards, it has been recommended that schools can best promote students' moral growth by assisting instructors in coping with the difficulties of their jobs and developing teachers' capacity for introspection and empathy. Students undoubtedly benefit from community service, being reminded of essential qualities, and developing good habits.
The study determined the connection between teachers' affective commitment along with emotional exhaustion among students with the mediation of students' self-efficacy, intrinsic motivation, and extrinsic motivation in Pakistan. 309 responses have been collected from the students of HEIs in Karachi whereas PLS-SEM was employed to analyze data. Teachers’ affective support positively impacts students' self-efficacy and intrinsic and extrinsic motivation, whereas students' self-efficacy and extrinsic motivation harm students' emotional exhaustion. Regarding mediation analysis, the study revealed that Teachers' affective support harms students' emotional exhaustion with the mediating effects of students' self-efficacy as well as extrinsic motivation. Practitioners or educational psychologists must realize the likelihood that students' motivation and self-efficacy are possible approaches in which teacher affective support is associated with emotional exhaustion when administering such interventions.
This study aims to evaluate the learning complications encountered by nursing students in the English language at the undergraduate level. The study's sample comprised eight principals, eight English lecturers, and 200 students randomly selected from various nursing schools in Karachi. A descriptive and survey approach is adopted, which was subsequently analyzed using SPSS v-20. The findings revealed that 68% of the participants acknowledged that nursing students faced learning difficulties in the English language, while 32% of the participants expressed otherwise. Moreover, 66% of the participants confirmed that English teachers know to provide English language content, while 26% of the participants expressed scepticism, 47% of the participants using ICT-based teaching, and 35% of the participants held contrasting views. The study also revealed that most nursing teachers encountered challenges teaching the English language. The study recommends appointing competent and trained teachers for effective ICT-based teaching.
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