The study aimed at finding the impact of school Head teachers’ budget management competencies, utilization priorities and relationship with school performance. The objectives of the study were; (i) to identify the budget management competencies among Head Teachers of secondary schools, (ii) to explore the priorities of head teachers regarding the utilization of Budget in secondary schools and (iii) to find out the relationship of secondary schools Head teacher’s budget management competency on school performance. The population consisted of 431 head teachers (202 male & 229 female) working in secondary schools of district Sargodha. All 352 head teachers were taken as sample. Two research instruments i.e., questionnaires for head teachers on a five-point rating scale and a checklist on three points were developed. The reliability coefficient Chronback Alpha value was .904. The major findings of the study were; Majority of Headteachers were good enough in budget management competencies and there was a positive and moderate correlation between the financial competencies of head teachers and their school performance. It is recommended that a committee of senior Head Teachers may be notified by the competent authorities for guidelines on financial issues.
{"title":"FINANCIAL MANAGEMENT COMPETENCE OF HEAD TEACHERS, UTILIZATION PRIORITIES AND RELATIONSHIP WITH SCHOOL PERFORMANCE","authors":"Mushtaq Ahmad, Farah Shafiq, H. Umer","doi":"10.46662/jass.v10i1.335","DOIUrl":"https://doi.org/10.46662/jass.v10i1.335","url":null,"abstract":"The study aimed at finding the impact of school Head teachers’ budget management competencies, utilization priorities and relationship with school performance. The objectives of the study were; (i) to identify the budget management competencies among Head Teachers of secondary schools, (ii) to explore the priorities of head teachers regarding the utilization of Budget in secondary schools and (iii) to find out the relationship of secondary schools Head teacher’s budget management competency on school performance. The population consisted of 431 head teachers (202 male & 229 female) working in secondary schools of district Sargodha. All 352 head teachers were taken as sample. Two research instruments i.e., questionnaires for head teachers on a five-point rating scale and a checklist on three points were developed. The reliability coefficient Chronback Alpha value was .904. The major findings of the study were; Majority of Headteachers were good enough in budget management competencies and there was a positive and moderate correlation between the financial competencies of head teachers and their school performance. It is recommended that a committee of senior Head Teachers may be notified by the competent authorities for guidelines on financial issues.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127026991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andragogy as an arts and science of teaching adults, advocates that adults learn differently from child learners and both have different magnitude of learning experiences. Adult students are self-directed and need to know before learning something as compare to child students. The main purpose of this paper is to identify the students’ practices of andragogical principles in a public sector teacher education context. The quantitative survey research design was carried out to collect the data. Population were comprised all male and female students studying in year I and year II of B.Ed. (Hons) program from a public sector teacher education institution. Total 167 (46 male and 121 female) students were the respondents to the questionnaire. A close ended questionnaire was adapted and the reliability of the instrument was ensured by Cronbach alpha which was 0.96. The collected data were analyzed by one-sample t-test and independent sample t-test. Analysis of the results suggested that students did not aware with the Andragogical principles. There was a significance difference exist in the practices of male and female students. Male students perceived andragogical practices slightly higher than the female students. Whereas, no significant difference exist in the andragogical practices of year I and year II students from B.Ed. (hons.). It is recommended that teachers may provide awareness to the students about andragogical adult learning principles and also adapt andragogical approach for teaching adults. It is also recommended that teachers may provide andragogical orientations and learning environment, especially for those students who are newly joined teacher education institutions.
{"title":"STUDENTS’ PERCEPTIONS ON THE PRACTICES OF ANDRAGOGICAL PRINCIPLES: A CASE OF TEACHER EDUCATION INSTITUTION SITUATED IN LAHORE","authors":"U. Habiba, Ahmad Sohail Lodhi","doi":"10.46662/jass.v10i1.325","DOIUrl":"https://doi.org/10.46662/jass.v10i1.325","url":null,"abstract":"Andragogy as an arts and science of teaching adults, advocates that adults learn differently from child learners and both have different magnitude of learning experiences. Adult students are self-directed and need to know before learning something as compare to child students. The main purpose of this paper is to identify the students’ practices of andragogical principles in a public sector teacher education context. The quantitative survey research design was carried out to collect the data. Population were comprised all male and female students studying in year I and year II of B.Ed. (Hons) program from a public sector teacher education institution. Total 167 (46 male and 121 female) students were the respondents to the questionnaire. A close ended questionnaire was adapted and the reliability of the instrument was ensured by Cronbach alpha which was 0.96. The collected data were analyzed by one-sample t-test and independent sample t-test. Analysis of the results suggested that students did not aware with the Andragogical principles. There was a significance difference exist in the practices of male and female students. Male students perceived andragogical practices slightly higher than the female students. Whereas, no significant difference exist in the andragogical practices of year I and year II students from B.Ed. (hons.). It is recommended that teachers may provide awareness to the students about andragogical adult learning principles and also adapt andragogical approach for teaching adults. It is also recommended that teachers may provide andragogical orientations and learning environment, especially for those students who are newly joined teacher education institutions.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124044814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. U. Din, Dr. Khadija Sittar, Dr. Sumaira Munawar
The goal of this specific research was to look into the relationship between the leadership styles used by school administrators and the organizational citizenship behaviors displayed by teachers. The study was quantitative in nature and Pearson Product Movement Method was used to explore the relationship between two variables. The population of this study consisted of all of the school teachers from public sector schools in Lahore. 400 teachers were selected as a sample of the study. Self-developed questionnaire was used for data collection. It was found that there were highly significant and positive associations between all of the sub-dimensions of transformational leadership styles and transactional leadership styles and the dimensions of organizational citizenship behavior. As a result, it is recommended that administrators practice more of the transformational and transactional leadership styles to create an environment that is more conducive, efficient, and effective for functioning and imparting information.
{"title":"RELATIONSHIP BETWEEN SCHOOL ADMINISTRATORS’ LEADERSHIP STYLES AND TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIORS","authors":"B. U. Din, Dr. Khadija Sittar, Dr. Sumaira Munawar","doi":"10.46662/jass.v10i1.339","DOIUrl":"https://doi.org/10.46662/jass.v10i1.339","url":null,"abstract":"The goal of this specific research was to look into the relationship between the leadership styles used by school administrators and the organizational citizenship behaviors displayed by teachers. The study was quantitative in nature and Pearson Product Movement Method was used to explore the relationship between two variables. The population of this study consisted of all of the school teachers from public sector schools in Lahore. 400 teachers were selected as a sample of the study. Self-developed questionnaire was used for data collection. It was found that there were highly significant and positive associations between all of the sub-dimensions of transformational leadership styles and transactional leadership styles and the dimensions of organizational citizenship behavior. As a result, it is recommended that administrators practice more of the transformational and transactional leadership styles to create an environment that is more conducive, efficient, and effective for functioning and imparting information.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128662107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyses British ventures for English education in the Indian subcontinent which had signified the inevitable relevance of English language both for education policy and practice. Looking at the phenomena in pre-19th century context, English language was introduced in the subcontinent for the sake of training Indian interpreters who could also act as mediators between other Indians and the British officers of East India Company. During 19th century, after establishing their rule over the Indian subcontinent, English education was being used as a vehicle of colonial enlightenment. Those were times when English language was introduced as a taught subject side by side with vernacular subjects in schools. While early 20th century had witnessed demands for educational change from within and from without, English language had sustained its status as a compulsory taught subject in schools even as a part of the suggested revisions in education system of the subcontinent. Based on primary data evidence from the public record files of the then Ministry of Education and of Education Commissions, conferences, etc. comprising of British officers and educated Indian leaders, this article provides a significant insight into why and how the British official vision for strategising English language in the mainstream school education of the subcontinent was being carried out.
{"title":"ENGLISH EDUCATION IN BRITISH INDIA: THE STRATEGIC ADOPTION AND POSITIONING OF ENGLISH LANGUAGE IN SCHOOLS","authors":"Sumaira Noreen","doi":"10.46662/jass.v10i1.308","DOIUrl":"https://doi.org/10.46662/jass.v10i1.308","url":null,"abstract":"This article analyses British ventures for English education in the Indian subcontinent which had signified the inevitable relevance of English language both for education policy and practice. Looking at the phenomena in pre-19th century context, English language was introduced in the subcontinent for the sake of training Indian interpreters who could also act as mediators between other Indians and the British officers of East India Company. During 19th century, after establishing their rule over the Indian subcontinent, English education was being used as a vehicle of colonial enlightenment. Those were times when English language was introduced as a taught subject side by side with vernacular subjects in schools. While early 20th century had witnessed demands for educational change from within and from without, English language had sustained its status as a compulsory taught subject in schools even as a part of the suggested revisions in education system of the subcontinent. Based on primary data evidence from the public record files of the then Ministry of Education and of Education Commissions, conferences, etc. comprising of British officers and educated Indian leaders, this article provides a significant insight into why and how the British official vision for strategising English language in the mainstream school education of the subcontinent was being carried out. \u0000 ","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128062729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr. Mehboob Ul Hassan, Prof. Dr. Abid Hussain Ch, Muhammad Rizwan, Naila Zaigham
Teachers are the important figure in society. They are the nation builders, and information providers and disseminate knowledge among students focusing on their efficacious beliefs for gender equality; the United Nations global agenda, 2030. As the globe intends to strengthen harmony among states, prosperity, lifelong learning, and well-being focusing on the aspect of gender equality accordingly. To spread national and international messages within states, the teachers are the backbone who confidently cooperate and implement the stances accordingly. Likewise, the authors structured the current research to figure out the aspect of teachers’ self-efficacious beliefs playing a role in prioritizing the United Nations SDG 5 “gender equality”. The authors planned the current research on a sample of 674 primary school teachers working in public sector schools of District Lahore. After obtaining unfettered and unrestricted permissions from the authors, the administration of standardized instruments assists the researcher to collect the data from participants. Following piloting criteria and ensuring reliability and normality statistics, the authors applied parametric statistics to analyze the data for smooth results in SPSS. The results revealed that teachers’ self-efficacious beliefs have a 74.90% influence on enhancing gender equality and were important to spreading UN, SDG 5 “gender equality”. Primary school teachers have equally treated and disseminated knowledge among students. However, the authors have identified that in public sector educational institutions, the government is hardly focusing on SGD to implement the UN global agenda. The current research recommends that the government of Pakistan, train teachers, conduct workshops, and arrange the speeches of motivational speakers to spread the UN 17 goals with 169 integrated targets.
{"title":"TEACHERS’ SELF-EFFICACIOUS BELIEFS APROPOS GENDER EQUALITY PRIORITIZING TO THE UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS 5","authors":"Dr. Mehboob Ul Hassan, Prof. Dr. Abid Hussain Ch, Muhammad Rizwan, Naila Zaigham","doi":"10.46662/jass.v10i1.297","DOIUrl":"https://doi.org/10.46662/jass.v10i1.297","url":null,"abstract":"Teachers are the important figure in society. They are the nation builders, and information providers and disseminate knowledge among students focusing on their efficacious beliefs for gender equality; the United Nations global agenda, 2030. As the globe intends to strengthen harmony among states, prosperity, lifelong learning, and well-being focusing on the aspect of gender equality accordingly. To spread national and international messages within states, the teachers are the backbone who confidently cooperate and implement the stances accordingly. Likewise, the authors structured the current research to figure out the aspect of teachers’ self-efficacious beliefs playing a role in prioritizing the United Nations SDG 5 “gender equality”. The authors planned the current research on a sample of 674 primary school teachers working in public sector schools of District Lahore. After obtaining unfettered and unrestricted permissions from the authors, the administration of standardized instruments assists the researcher to collect the data from participants. Following piloting criteria and ensuring reliability and normality statistics, the authors applied parametric statistics to analyze the data for smooth results in SPSS. The results revealed that teachers’ self-efficacious beliefs have a 74.90% influence on enhancing gender equality and were important to spreading UN, SDG 5 “gender equality”. Primary school teachers have equally treated and disseminated knowledge among students. However, the authors have identified that in public sector educational institutions, the government is hardly focusing on SGD to implement the UN global agenda. The current research recommends that the government of Pakistan, train teachers, conduct workshops, and arrange the speeches of motivational speakers to spread the UN 17 goals with 169 integrated targets. \u0000 ","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131050370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr. Muhammad Idris, Dr. Abdus Samad Khan, Maksal Minaz
This paper provides an analysis of legal education in Pakistan with that of the United Kingdom (UK), the United States (US), and Australia. The main objective of the study was focused on examining the similarities and variations in curriculum, teaching strategies, faculty credentials, assessment and evaluation, professional training certification, and continuing education. The study found that legal education in Pakistan places more emphasis on theoretical knowledge, with limited opportunities for practical training, while legal education in the UK, US, and Australia places a strong emphasis on practical training, critical thinking, and professional development. The paper emphasises the value of practical training and professional development in legal education therefore it is recommended that Pakistan's legal education system could benefit from incorporating these elements into its curriculum to prepare graduates in the field of social sciences for legal practices in Pakistan and internationally.
{"title":"ANALYSIS OF THE LEGAL EDUCATION PROCESS IN PAKISTAN IN RELATION TO AUSTRALIA, THE UNITED STATES OF AMERICA, AND THE UNITED KINGDOM","authors":"Dr. Muhammad Idris, Dr. Abdus Samad Khan, Maksal Minaz","doi":"10.46662/jass.v10i1.296","DOIUrl":"https://doi.org/10.46662/jass.v10i1.296","url":null,"abstract":"This paper provides an analysis of legal education in Pakistan with that of the United Kingdom (UK), the United States (US), and Australia. The main objective of the study was focused on examining the similarities and variations in curriculum, teaching strategies, faculty credentials, assessment and evaluation, professional training certification, and continuing education. The study found that legal education in Pakistan places more emphasis on theoretical knowledge, with limited opportunities for practical training, while legal education in the UK, US, and Australia places a strong emphasis on practical training, critical thinking, and professional development. The paper emphasises the value of practical training and professional development in legal education therefore it is recommended that Pakistan's legal education system could benefit from incorporating these elements into its curriculum to prepare graduates in the field of social sciences for legal practices in Pakistan and internationally.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132903839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Residing in shelter homes has become a safety option for runaway women. The primary objective was to understand the females’ personality dispositions, coping mechanisms, and depression. A purposive sample of 90 female residents of shelter homes from 5 different cities, namely Lahore, Sheikhupura, Nankana Sahib, Rawalpindi, and Faisalabad, was recruited. The females aged between 17 to 80 years, with an average age 28.23. A correlation survey method was used with Urdu-translated versions of assessment measures. Spearman’s correlation and Multiple Linear Regression were used for data analysis. Findings showed that women experiencing low self-esteem reported high depression. Most depressed females were less likely to use a problem-focused coping mechanism. Even though almost all the male perpetrators were educated and employed, it did not reduce the incidence of abuse inflicted on the females. Results can be used to assess the mental well-being of these females and improve their living conditions.
{"title":"DWELLING IN SHELTER HOMES: PERSONALITY DISPOSITIONS, COPING MECHANISMS, AND DEPRESSION","authors":"Aiza Humayun, Masha Asad Khan","doi":"10.46662/jass.v10i1.384","DOIUrl":"https://doi.org/10.46662/jass.v10i1.384","url":null,"abstract":"Residing in shelter homes has become a safety option for runaway women. The primary objective was to understand the females’ personality dispositions, coping mechanisms, and depression. A purposive sample of 90 female residents of shelter homes from 5 different cities, namely Lahore, Sheikhupura, Nankana Sahib, Rawalpindi, and Faisalabad, was recruited. The females aged between 17 to 80 years, with an average age 28.23. A correlation survey method was used with Urdu-translated versions of assessment measures. Spearman’s correlation and Multiple Linear Regression were used for data analysis. Findings showed that women experiencing low self-esteem reported high depression. Most depressed females were less likely to use a problem-focused coping mechanism. Even though almost all the male perpetrators were educated and employed, it did not reduce the incidence of abuse inflicted on the females. Results can be used to assess the mental well-being of these females and improve their living conditions.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139367062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naveed Ahmed Taseer, Dr. Ahsaan Siddique, Dr. Shabana Kausar, Atika Maqsood
Abstract The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings of this study showed that academic achievement in secondary schools is significantly influenced by emotional intelligence. The findings showed that emotional intelligence abilities are necessary for good students to perform well in school.
{"title":"EFFECT OF EMOTIONAL INTELLIGENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PAKISTAN","authors":"Naveed Ahmed Taseer, Dr. Ahsaan Siddique, Dr. Shabana Kausar, Atika Maqsood","doi":"10.46662/jass.v10i1.345","DOIUrl":"https://doi.org/10.46662/jass.v10i1.345","url":null,"abstract":"Abstract \u0000The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings of this study showed that academic achievement in secondary schools is significantly influenced by emotional intelligence. The findings showed that emotional intelligence abilities are necessary for good students to perform well in school. \u0000 ","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117015420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bushra Mehmood, Muhammad Ramzan, B. Yasmeen, Javeria Zafar
ABSTRACT Organizational Citizenship Behaviour (OCB) and workplace incivility has been investigated and examined by academics for over twenty-five years, and it continues to be a subject that academics are interested in studying. This research analyzes the influence of incivility shown by coworkers and supervisors on OCB by examining the role that interpersonal deviance plays as a mediator, as well as the role that perceived organizational support plays as a moderator in this relationship. Participants in the research are female workers currently working in the banking industry in Pakistan. The research was conducted with participation from 360 female workers who were working in various places throughout Pakistan. Data from respondents was collected using the structured questioner that was provided. The data were examined using correlation and regression analysis, and AMOS was used to examine the mediating and moderating effects of the relationships. According to the findings, interpersonal deviance acts as a partial mediator between incivility shown by coworkers and supervisors and behavior that demonstrates organizational citizenship. In addition, the findings demonstrated that the perception of organizational support moderates the association between incivility shown by coworkers and supervisors and behavior that demonstrates organizational citizenship. In order to analyze the connection between the many observable characteristics, the present research exclusively focuses on the female banking personnel.
{"title":"WORKPLACE INCIVILITY AND ORGANIZATIONAL CITIZENSHIP BEHAVIOUR: AN EMPIRICAL ASSESSMENT OF FEMALE BANKING PERSONALS","authors":"Bushra Mehmood, Muhammad Ramzan, B. Yasmeen, Javeria Zafar","doi":"10.46662/jass.v10i1.310","DOIUrl":"https://doi.org/10.46662/jass.v10i1.310","url":null,"abstract":"ABSTRACT \u0000Organizational Citizenship Behaviour (OCB) and workplace incivility has been investigated and examined by academics for over twenty-five years, and it continues to be a subject that academics are interested in studying. This research analyzes the influence of incivility shown by coworkers and supervisors on OCB by examining the role that interpersonal deviance plays as a mediator, as well as the role that perceived organizational support plays as a moderator in this relationship. Participants in the research are female workers currently working in the banking industry in Pakistan. The research was conducted with participation from 360 female workers who were working in various places throughout Pakistan. Data from respondents was collected using the structured questioner that was provided. The data were examined using correlation and regression analysis, and AMOS was used to examine the mediating and moderating effects of the relationships. According to the findings, interpersonal deviance acts as a partial mediator between incivility shown by coworkers and supervisors and behavior that demonstrates organizational citizenship. In addition, the findings demonstrated that the perception of organizational support moderates the association between incivility shown by coworkers and supervisors and behavior that demonstrates organizational citizenship. In order to analyze the connection between the many observable characteristics, the present research exclusively focuses on the female banking personnel.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"68 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131996136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sana Ishfaq, Dr. Sumaira Munawar, Dr. Khadija Sittar
The main purpose of the study was explored the relationship of perceived organizational support with secondary school teacher performance. The main objective of the study was to find the relationship of perceived organizational support with secondary school teacher performance. The study was quantitative in nature and Peearson Product Movement Method was used to explore the relationship between two variables. The population of the study was secondary schools of District Sheikhupura. All the teachers of secondary schools of district Sheikhupura according to their demographic characteristics were taken as the sample. All the teachers of male and female public schools were selected as sample from each tehsil. At second phase using simple random sampling technique sample (n=250) was selected. Self-developed questionnaire was used to collect the data. For analysis of data, inferential statistics were used. Pearson Product Movement Method was applied to analyze the data. The findings of the study was that there was moderate positive significant relation exist between organizational support and job performance.
{"title":"RELATIONSHIP OF PERCEIVED ORGANIZATIONAL SUPPORT WITH SECONDARY SCHOOL TEACHER PERFORMANCE","authors":"Sana Ishfaq, Dr. Sumaira Munawar, Dr. Khadija Sittar","doi":"10.46662/jass.v10i1.338","DOIUrl":"https://doi.org/10.46662/jass.v10i1.338","url":null,"abstract":"The main purpose of the study was explored the relationship of perceived organizational support with secondary school teacher performance. The main objective of the study was to find the relationship of perceived organizational support with secondary school teacher performance. The study was quantitative in nature and Peearson Product Movement Method was used to explore the relationship between two variables. The population of the study was secondary schools of District Sheikhupura. All the teachers of secondary schools of district Sheikhupura according to their demographic characteristics were taken as the sample. All the teachers of male and female public schools were selected as sample from each tehsil. At second phase using simple random sampling technique sample (n=250) was selected. Self-developed questionnaire was used to collect the data. For analysis of data, inferential statistics were used. Pearson Product Movement Method was applied to analyze the data. The findings of the study was that there was moderate positive significant relation exist between organizational support and job performance.","PeriodicalId":376714,"journal":{"name":"Journal of Arts & Social Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125022238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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