Relationship of Perceived Organizational Support and Core Self-Evaluations with Work Engagement of Secondary School Teachers

Abstract

The purpose of this study was to examine the relationship of perceived organizational support and core self-evaluations with work engagement of secondary school teachers of province Punjab. Mixed-methods research approach was used. Sequential explanatory design (QUAN-qual) was applied. The target population of the study was principals and secondary school teachers of Punjab. Multi-stage sampling technique was used to reach the representative sample. Sample was comprised 935 secondary school teachers who were teaching to 9th and 10th grades. For quantitative phase, three close ended instruments were developed: perceived organizational support, core self-evaluations and work engagement along with demographic information. Pilot study was conducted on 42 teachers and reliability was checked through Cronbach’s alpha that was .81. Quantitative data were analyzed through descriptive statistics (mean and standard deviations) and inferential statistics (correlation, independent t test, one-way ANOVA and Structural Equation Modeling). Qualitative data were collected through interviews. On the bases of quantitative data, two interview protocols were developed one for principals and other for teachers. Twenty three principals and forty six teachers were interviewed purposively. After transcribing the interviews, thematic analysis was done. Both sets of data were triangulated to synthesize the results on the same phenomenon. It was found that there are positive moderate statistically significant relationships among the variables: Perceived Organizational Support, Core Self-Evaluations and Work Engagement. Significant values were less than .001. The mediation analysis revealed that there is a partially mediation relationship of Core Self-Evaluations between Perceived Organizational Support and Work Engagement. Female teachers’ perceptions are different on work engagement, perceived organizational support as compared to male teachers on core self-evaluations. Thematic analysis revealed that principals of both levels (higher & lower) think on same patterns about the organizational support and taking opinion from teachers but think differently about their roles being a principal, giving feedback to teachers and visiting the classrooms. Teachers of both levels (higher & lower) think almost on same patterns about principals’ roles, motivational strategies used by principals but, think differently about strategies used for instructional assistance. Researcher tried for the classroom observations of teachers but could not possible due to time limitations. Teachers might not be assigned extra duties like management duties so that they can fully concentrate on teaching and learning. Feedback on performance might be enhanced by principals this will increase teachers’ perceptions that their organization care about their well-being.