Exploring the Association of Principals' Academic Decision Making Practices with Teachers' Morale, Attitude and Performance

Abstract

Principals’ academic decision-making practices have a significant role in the success or failure of educational institutions. The present study aimed to explore the relationship of principals’ academic decision-making practices with faculty morale, attitude, and performance, and the mediating effect of attitude and morale between principals’ academic decision-making practices and teacher performance. The study was a mixed-method in nature. The descriptive survey method was utilized by integrating quantitative and qualitative approaches. The population of the study comprised all the principals and faculty members working in public sector colleges of the Punjab province of Pakistan. The quantitative sample was selected randomly using a stratified sampling technique whereas the qualitative sample was selected through convenience sampling techniques. Quantitative data were collected from 401 faculty members (male = 227, female = 174) using four modified five-point Likert scale questionnaires such as Academic Decision Making Practices (ADMP), Faculty Morale Scale (FMS), Attitude of Teachers Towards Teaching Profession (ATTP), and Teacher Performance Evaluation Scale (TPES). The qualitative data comprised of 16 principals and 16 faculty members were collected using a Semi Structure Interview. The data were analyzed using frequency analysis, Independent Sample t-test, Pearson Correlation, and Structural Equation Modeling (SEM), and Sobel test. The results showed that the majority of principals of colleges follow academic decision-making practices effectively. Academic decision-making practices like promoting academic development, collect information do not differ among male and female principals. Female principals are better at using academic decision-making practices such as policy-based decisions, powers delegation, employees’ representation, systematic decision making as compared to male principals. Overall, VIII female academic decision-making practices are better than male principals. Overall, attitude towards the teaching profession, faculty morale, and teacher performance are not influenced by gender. The working conditions, aspect of faculty morale is different among male and female teachers. Aspects of faculty morale like curriculum, facilities, and equipment, relationship with faculty, rapport with principals, salary, social status, and workload do not differ significantly on a gender basis. Aspects of teacher performance like analytical ability, knowledge of work, power of expression, supervision, and guidance, work output, and quality do not differ among male and female teachers. The results of the study explored the significant positive relationship of principals’ academic decision-making practices with faculty morale, attitude towards the teaching profession, and performance. The attitude of teachers towards the teaching profession influences teacher’ performance and faculty morale does not influence teacher performance. The mediating effect of the attitude of teachers towards the teaching profession between principals’ academic decision-making practices and teachers’ performance is significant. Whereas, the mediating effect of faculty morale between principals’ academic decision-making practices and teacher performance is not found significant. The researcher recommended that a training program incorporating important academic decision-making skills and practices. Furthermore, the researcher recommended taking measures for improving working conditions, salary procedures, and socials status of teachers in public sector colleges of Punjab. Keywords: Academic Decision Making Practices, Morale, Attitude, Performance, Colleges.