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An Investigation of Secondary School Teachers’ Job Performance in Relation with Social Support and Work Engagement

Author

Listed:
  • Muhammad Ashfaq

    (Assistant Professor of Special Education, Department of Special Education, University of Education, Lahore)

  • Syeda Beenish Batool

    (Lecturer in Special Education, Department of Special Education, University of Education, Lahore)

  • Rabia Rasheed

    (MPhil Scholar, University of Education, Lahore)

Abstract

This study examines the usefulness and requirement of social support (SS) and work engagement (WE) for boosting secondary school teachers' job performance (JP). Effective teachers enhance the educational system while simultaneously improving student outcomes. The results of the investigation will focus on the necessity and significance of the SS for enhancing SST performance. Additionally, this study will offer several ideas for motivating and assisting teachers. This study was quantitative in nature. Survey method was used to collect the data. 320 SSTs from the City Lahore district made up the sample for this study. Questionnaire was used as the research instrument. It has been concluded that SS and WE positively predicted the JP of SSTs. From the results, it is also concluded that SS statistically significantly predicted the WE of SSTs. Implications were also discussed.

Suggested Citation

  • Muhammad Ashfaq & Syeda Beenish Batool & Rabia Rasheed, 2022. "An Investigation of Secondary School Teachers’ Job Performance in Relation with Social Support and Work Engagement," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 8(3), pages 339-343, December.
    • Handle: RePEc:rfh:jprjor:v:8:y:2022:i:3:p:339-343
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    References listed on IDEAS

    as
    1. Qaiser Suleman & Ishtiaq Hussain, 2014. "Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan," International Journal of Learning and Development, Macrothink Institute, vol. 4(1), pages 71-82, March.
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