Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan
Purpose: Applying the social exchange theory at educational institution, this research endeavor is aimed to find out impact of organizational (institutional) support on teachers' responsive behavior, and ultimately outcomes of responsiveness in form of students' satisfaction and academic p...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Published: |
Emerald Group Publishing Limited
2014
|
| Subjects: |
| _version_ | 1796861279993856000 |
|---|---|
| author | Ahmed, Ishfaq Wan Ismail, Wan Khairuzzaman Mohamad Amin, Salmiah Islam, Talat |
| author_facet | Ahmed, Ishfaq Wan Ismail, Wan Khairuzzaman Mohamad Amin, Salmiah Islam, Talat |
| author_sort | Ahmed, Ishfaq |
| collection | ePrints |
| description | Purpose: Applying the social exchange theory at educational institution, this research endeavor is aimed to find out impact of organizational (institutional) support on teachers' responsive behavior, and ultimately outcomes of responsiveness in form of students' satisfaction and academic performance. Design/methodology/approach: This study was conducted on 20 teachers and 353 students, from the biggest public sector University of Pakistan. These teachers and students belong to ten faculties. A questionnaire was used to elicit response of both the respondent groups. Findings: Findings of the study reveal that provision of supportive environment (high perceived organizational/institutional support) positively influences teachers and they respond well toward the needs of students. This responsive behavior increases both satisfaction and academic performance of students. Originality/value: This research highlights the role of educational institutions in improving the quality of their product (students). |
| first_indexed | 2024-03-05T19:53:57Z |
| format | Article |
| id | utm.eprints-62505 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T19:53:57Z |
| publishDate | 2014 |
| publisher | Emerald Group Publishing Limited |
| record_format | dspace |
| spelling | utm.eprints-625052017-06-15T03:01:24Z http://eprints.utm.my/62505/ Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan Ahmed, Ishfaq Wan Ismail, Wan Khairuzzaman Mohamad Amin, Salmiah Islam, Talat LB Theory and practice of education Purpose: Applying the social exchange theory at educational institution, this research endeavor is aimed to find out impact of organizational (institutional) support on teachers' responsive behavior, and ultimately outcomes of responsiveness in form of students' satisfaction and academic performance. Design/methodology/approach: This study was conducted on 20 teachers and 353 students, from the biggest public sector University of Pakistan. These teachers and students belong to ten faculties. A questionnaire was used to elicit response of both the respondent groups. Findings: Findings of the study reveal that provision of supportive environment (high perceived organizational/institutional support) positively influences teachers and they respond well toward the needs of students. This responsive behavior increases both satisfaction and academic performance of students. Originality/value: This research highlights the role of educational institutions in improving the quality of their product (students). Emerald Group Publishing Limited 2014 Article PeerReviewed Ahmed, Ishfaq and Wan Ismail, Wan Khairuzzaman and Mohamad Amin, Salmiah and Islam, Talat (2014) Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan. International Journal of Educational Management, 28 (2). pp. 246-256. ISSN 0951-354X http://dx.doi.org/10.1108/IJEM-02-2013-0031 DOI:10.1108/IJEM-02-2013-0031 |
| spellingShingle | LB Theory and practice of education Ahmed, Ishfaq Wan Ismail, Wan Khairuzzaman Mohamad Amin, Salmiah Islam, Talat Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title | Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title_full | Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title_fullStr | Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title_full_unstemmed | Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title_short | Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan |
| title_sort | role of perceived organizational support in teachers responsiveness and students outcomes evidence from a public sector university of pakistan |
| topic | LB Theory and practice of education |
| work_keys_str_mv | AT ahmedishfaq roleofperceivedorganizationalsupportinteachersresponsivenessandstudentsoutcomesevidencefromapublicsectoruniversityofpakistan AT wanismailwankhairuzzaman roleofperceivedorganizationalsupportinteachersresponsivenessandstudentsoutcomesevidencefromapublicsectoruniversityofpakistan AT mohamadaminsalmiah roleofperceivedorganizationalsupportinteachersresponsivenessandstudentsoutcomesevidencefromapublicsectoruniversityofpakistan AT islamtalat roleofperceivedorganizationalsupportinteachersresponsivenessandstudentsoutcomesevidencefromapublicsectoruniversityofpakistan |