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Role of perceived organizational support in teachers' responsiveness and students' outcomes: evidence from a public sector University of Pakistan

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

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Official URL: http://dx.doi.org/10.1108/IJEM-02-2013-0031

Abstract

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).

Item Type:Article
Uncontrolled Keywords:student, academic performance
Subjects:L Education > LB Theory and practice of education
Divisions:Others
ID Code:62505
Deposited By: Widya Wahid
Deposited On:15 Jun 2017 11:01
Last Modified:15 Jun 2017 11:01

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