Role of perceived organizational support in teachers’ responsiveness and students’ outcomes : Evidence from a public sector University of Pakistan
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 4 March 2014
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).
Keywords
Citation
Ahmed, I., Khairuzzaman Wan Ismail, W., Mohamad Amin, S. and Islam, T. (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, Vol. 28 No. 2, pp. 246-256. https://doi.org/10.1108/IJEM-02-2013-0031
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited