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Effect of Organizational Climate upon Job Satisfaction and
Job Performance of Instructors Physical Education in
Government Higher Secondary Schools of Khyber
Pakhtunkhwa, Pakistan
By
Muhammad Safdar Luqman
Registration No. 6477-D-2000
A thesis submitted in partial fulfillment of the requirements for the degree
of Doctor of Philosophy in Sports Sciences and Physical Education
DEPARTMENT OF SPORTS SCIENCES AND PHYSICAL
EDUCATION, GOMAL UNIVERSITY DERA ISMAIL KHAN,
KHYBER PAKHTUNKHWA PAKISTAN
FEBRUARY, 2021
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Dedication
Dedicated to My family, teachers and Especially Parents for their valuable
efforts in making my education a success
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List of Contents
S.No Description Page No.
1. Student Declaration .................................................................... i
2. List of Tables .............................................................................. ii
3. List of Figures ............................................................................ vi
4. List of Abbreviations .................................................................. vii
5. Acknowledgements .................................................................... viii
6. Abstract ...................................................................................... ix
7. Chapter 1: Introduction ........................................................ 1
1.1 Overview ........................................................................
1.2 Research gap and justification of the study ....................
1.3 Statement of the problem ...............................................
1.4 Objectives of the study ...................................................
1.5 Significance of the study ................................................
1.6 Hypotheses of the study .................................................
1.7 Limitations of the study ..................................................
1.8 Delimitations of the study ..............................................
1.9 Summary of the chapter .................................................
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8. Chapter 2: Literature Review ............................................... 11
2.1 Introduction to organizational climate............................
2.1.1 Organizational climate of educational institutions (OCEI)
2.2 Basic indicators of organizational climate .....................
2.2.1 Role clarity .....................................................................
2.2.2 Respect within the organization .....................................
2.2.3 Communication ..............................................................
2.2.4 Reward system ...............................................................
2.2.5 Career development ........................................................
2.2.6 Decision making and planning .......................................
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2.2.7 Innovation .......................................................................
2.2.8 Teamwork and support ...................................................
2.2.9 Quality service ................................................................
2.2.10 Conflict management .....................................................
2.3 Job satisfaction ...............................................................
2.4 Theories of job satisfaction ............................................
2.4.1 Content theory ................................................................
2.4.2 Process theory .................................................................
2.5 Beneficial aspects of job satisfaction .............................
2.6 Sources of job satisfaction ..............................................
2.7 Scales of measuring job satisfaction ..............................
2.8 Performance ....................................................................
2.9 Indicators of job performance ........................................
2.9.1 Subject matter knowledge ..............................................
2.9.2 Instructional planning and management .........................
2.9.3 Assessment .....................................................................
2.9.4 Communication ..............................................................
2.10 Theoretical framework ...................................................
2.11 Influence of organizational climate on job satisfaction
and job performance (empirical studies) ........................
2.12 Demographic variable attributes.....................................
2.13 List of working concepts ................................................
2.14 Conceptual framework of the study ...............................
2.17 Summary ........................................................................
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9. Chapter 3: Materials and Methods ..................................... 57
3.1 Philosophical approach of the study ...............................
3.1.1 Positivism research philosophy ......................................
3.2 Research design ..............................................................
3.3 Population .......................................................................
3.4 Sample size and sampling method .................................
3.5 Research instruments ......................................................
3.5.1 Organizational climate scale (OCS) ...............................
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3.5.2 Job satisfaction scale (JSS) .............................................
3.5.3 Job performance scale (JPS) ...........................................
3.6 Pilot testing of the instruments .......................................
3.7 Validity of the research instruments ...............................
3.8 Reliability of instruments ...............................................
3.9 Research ethics of the study ...........................................
3.10 Data collection ................................................................
3.11 Data analysis ...................................................................
3.11.1 Descriptive statistic ........................................................
3.11.2 Inferential statistic ..........................................................
3.12 Summary ........................................................................
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10. Chapter 4: Results and Discussion ....................................... 75
4.1 Descriptive statistics .......................................................
4.1.1 Frequency distribution of the data ..................................
4.2 Factor analysis ................................................................
4.3 Descriptive statistics of research variables .....................
4.4 Assumptions of parametric tests .....................................
4.4.1 Dependent variable should be measured on continuous
scale ................................................................................
4.4.2 No auto-correlation in the sample data ...........................
4.4.3 Homoscedasticity in the data ..........................................
4.4.4 Equality of group variances ............................................
4.4.5 Normality of data ............................................................
4.5 Inferential statistics .........................................................
4.6 Gender wise effect of organizational climate upon job
satisfaction ......................................................................
4.7 Mean difference in organizational climate, job satisfaction
(JS) and job performance across gender, age and experience
4.8 Discussion ......................................................................
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11. Chapter 5: Summary, Findings, Conclusion,
Recommendations and Implications ...................................... 114
5.1 Summary of the study .....................................................
5.2 Research findings ...........................................................
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5.3 Conclusion ......................................................................
5.4 Recommendations of the study ......................................
5.5 Suggestions for future researchers .................................
5.6 Research implications .....................................................
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12. Chapter 6: References ............................................................ 123-148
13. Appendices ................................................................................ 149-159
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Student Declaration
I, Muhammad Safdar Luqman, do hereby state that my PhD thesis titled ―Effect of
Organizational Climate upon Job Satisfaction and Job Performance of Instructors
Physical Education in Government Higher Secondary Schools of Khyber Pakhtunkhwa,
Pakistan‖ is my own work and has not been submitted previously by me for taking any
degree from Gomal University, Dera Ismail Khan or anywhere else in the country/world.
I understand the zero tolerance policy of the HEC and Gomal University, Dera Ismail
Khan towards plagiarism. Therefore I declare that no portion of my thesis has been
plagiarized and any material used as reference is properly cited.
I undertake that if I am found guilty of any formal plagiarism in the above titled thesis
even after award of PhD degree, the University reserves the rights to withdraw/revoke my
PhD degree and that HEC has the right to publish my name on the website on which
names of students are placed who submitted plagiarized work.
Name of Student: Muhammad Safdar Luqman Signature _________ Date______
Name of Supervisor: Dr. Syed Zia-ul-Islam Signature _________ Date______
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List of Tables
Table No Title Page No
2.1 List of variables .............................................................................. 53
3.1 Description of population ........................................................... 60
3.2 Description of sample size .......................................................... 61
3.3 Structure of questionnaire ........................................................... 62
3.4 CVR score of organizational climate scale................................. 65
3.5 CVR score of job satisfaction scale ............................................ 65
3.6 CVR score of job performance scale .......................................... 66
3.7 Reliability score of the questionnaire ......................................... 67
3.8 Alpha reliability coefficient of the individual items of the
organizational climate scale ....................................................... 67
3.9 Alpha reliability coefficient of the individual items of the job
satisfaction scale ......................................................................... 68
3.10 Alpha reliability coefficient of the individual items of the job
performance scale .......................................................................... 69
3.11 Response rate of questionnaire ................................................... 71
4.1 Respondents‘ information about gender ..................................... 76
4.2 Respondents‘ information about age .......................................... 76
4.3 Respondents‘ information about experience .............................. 77
4.4 KMO and Bartlett‘s test for organizational climate ................... 79
4.5 Component matrix for organizational climate ............................ 79
4.6 KMO and Bartlett‘s test for job satisfaction ............................... 80
4.7 Component matrix for job satisfaction ....................................... 80
4.8 KMO and Bartlett‘s test for job performance ............................. 81
4.9 Component matrix for job performance ..................................... 81
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4.10 Descriptive statistics of all three research variables (OC, JS
and JP) ........................................................................................ 82
4.11 Descriptive statistics of all three research variables (OC, JS and
JP) across gender ......................................................................... 83
4.12 Descriptive statistics of all three research variables (OC, JS and
JP) across age .............................................................................. 83
4.13 Descriptive statistics of all three research variables (OC, JS and
JP) across experience .................................................................. 84
4.14 Autocorrelation in the sample data ............................................. 86
4.15 Data normality of independent variable (organizational climate) . 88
4.16 Data normality of dependent variable (job satisfaction) ............ 89
4.17 Data normality of dependent variable (job performance) .......... 89
4.18 Relationship between organizational climate and job
satisfaction .............................................................................. 90
4.19a Regression model regarding the effect of organizational
climate on job satisfaction .......................................................... 90
4.19b ANOVA ...................................................................................... 91
4.19c Coefficient .................................................................................. 91
4.20 Relationship between organizational climate and job
performance ............................................................................ 92
4.21a Regression model regarding the effect of organizational climate
on job performance ..................................................................... 92
4.21b ANOVA ...................................................................................... 92
4.21c Coefficient .................................................................................. 93
4.22 Relationship between organizational climate and job
satisfaction of male IPEs ......................................................... 91 93
4.23a Regression model regarding effects of organizational climate
on job satisfaction ....................................................................... 94
4.23b ANOVA ...................................................................................... 94
4.23c Coefficient .................................................................................. 95
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4.24 Relationship between organizational climate and job
performance of male IPEs ....................................................... 95
4.25a Regression model regarding the effect of organizational climate
on job performance of male IPEs ............................................... 95
4.25b ANOVA ...................................................................................... 96
4.25c Coefficient .................................................................................. 96
4.26 Relationship between organizational climate and job satisfaction
of female IPEs .................................................................................... 97
4.27a Regression model regarding effect of organizational climate
on job satisfaction ....................................................................... 97
4.27b ANOVA ...................................................................................... 97
4.27c Coefficient .................................................................................. 98
4.28 Relationship between organizational climate and job
performance of female IPEs .................................................... 98
4.29a Regression model regarding the effect of organizational
climate on job performance 99
4.29b ANOVA ...................................................................................... 99
4.29c Coefficient .................................................................................. 100
4.30 Correlation matric between (10) different dimensions of
independent variables and job satisfaction (JS) ....................... 100
4.31a Regression model regarding the effect of organization climate
dimensions on job satisfaction .................................................... 101
4.31b ANOVA ...................................................................................... 101
4.31c Coefficient .................................................................................. 102
4.32 Correlation matric between dimensions of independent
variables and job performance ................................................. 103
4.33a Regression model regarding the effect of different dimension
of organizational climate on job performance ............................ 104
4.33b ANOVA ...................................................................................... 104
4.33c Coefficient .................................................................................. 105
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4.34 Showing gender wise mean Difference in OC ........................... 106
4.35 Showing gender-wise mean difference in job satisfaction (JS) .. 107
4.36 Showing gender-wise mean difference in job performance ....... 107
4.37 Age wise mean difference in organizational climate, job
satisfaction, and job performance ............................................ 108
4.38 Experience wise mean difference in organizational climate,
job satisfaction, and job performance ......................................... 108
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List of Figures
Fig. No Title Page No
2.1 Effect of respect on employees feeling and characteristics ........ 16
2.2 Communication process ............................................................. 17
2.3 Theoretical framework ............................................................... 51
2.4 Conceptual framework ............................................................... 55
3.1 Research onion byM. N. Saunders, Lewis, and Thornhill
(2007) 58
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List of Abbreviation
Abbreviations Words
OC Organizational Climate
JS Job Satisfaction
JP Job Performance
IPE Instructor Physical Education
GHSS Government Higher Secondary School
KP Khyber Pakhtunkhwa
SMK Subject Matter Knowledge
SPSS Statistical Package for the Social Sciences
D.I.Khan Dera Ismail Khan
CK Content Knowledge
MSQ Minnesota Satisfaction Questionnaire
HBR Harvard Business Review
SJS Scale of Job Satisfaction
JSS Job Satisfaction Scale
OCS Organizational Climate Scale
JPS Job Performance Scale
OCEI Organizational Climate of Educational Institutions
PCK Pedagogical content knowledge
CVR Content Validity Ratio
KMO Kaiser Meyer Olkin
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Acknowledgements
Thanks to Almighty Allah Who bestowed me with the knowledge and spirit
required for the completion of this important academic assignment. In addition to that,
there are a few names of my respected teachers and friends who deserve my gratitude
and compliments with reference to the completion of this work. The researcher is
deeply indebted to my research supervisor Dr. Syed Zia-ul-Islam, for his constant
stimulation, guidance, critical evaluation, sympathetic encouragement, and valuable
suggestions without which it was impossible for the researcher to have accomplished
his modest attempt in research.
Special thanks are also extended to Prof. Dr. Jalil-ur-Rehman Baloch for his
guidance and support during the course of this study.
The researcher also expresses his deep gratitude and thanks to Prof. Dr.
Salahuddin Khan, Dr. Waseem Khan, Dr. Alamgir Khan, and Syed Asif Abbas Shah
for their consistent help and co-operation in the completion of this literary research
work.
The researcher is highly thankful to Instructors Physical Education (IPEs) of
Khyber Pakhtunkhwa who extended their full co-operation in responding to the
questionnaire and this facilitated here in the collection of necessary data for the
completion of the study.
I owe a lot of thanks to Saqib Khan Baloch for his helping attitude and
continuous feedback throughout this project.
Last but not the least I extend bundle of thanks to my parents, brothers, and
wife, without their support I would have not been able to complete this research study.
Muhammad Safdar Luqman
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Effect of Organizational Climate upon Job Satisfaction and
Job Performance of Instructors Physical Education in
Government Higher Secondary Schools of Khyber
Pakhtunkhwa, Pakistan
Abstract
The major purpose of the study was to investigate the effect of organizational climate
upon the job satisfaction and job performance of instructor‘s physical education (IPEs)
in Government Higher Secondary Schools of Khyber Pakhtunkhwa. Research questions
and hypotheses were generated to achieve the objectives. Positivist research philosophy
was followed and therefore survey research design was employed. There were 294 IPEs
working in Khyber Pakhtunkhwa and 171 IPEs were selected through a stratified sampling
method. A questionnaire was adapted by the researcher on the Five-point Likert scale.
The organizational climate scale was adapted from Furnham and Goodstein (1997). The
job satisfaction scale was adapted from Mehrotra (2005), while job performance scale
adapted from Atta (2012) and Nigar (2017). The validity of the scale was measured
through Content Validity Ration (CVR). All the items were falls in an acceptable range.
The reliability of the scale was measured through Cronbach‘s Alpha. The reliability of
organizational climate scale, job satisfaction scale, and job performance scale were
estimated .968, .939, and .949 respectively. For data analysis, the researcher used
descriptive statistics (Mean and Std. Deviation) while Inferential Statistics (Pearson
product Correlation, Linear and Multiple regression, Independent Sample t-test, and
ANOVA). The result of the study indicated that the organizational climate is significantly
correlated with job satisfaction and job performance. Organizational climate influences
job satisfaction and job performance. Different dimensions of the OC have significantly
and positively correlated with JS and JP. IPEs have the same perceptions regarding OC
and JS but there is a significant difference between male and female IPEs. The study
concluded that female IPEs performed well as compared to male IPEs. The study
recommended that organizations may focus to create a supportive and healthy climate
to gain the loyalty and belongingness of the employees. For this purpose, the School
Principal may create an environment of cooperation, teamwork, proper supervision, and
respect in order to strengthen the state of satisfaction of IPEs. The study also recommended
that organizational climate is one of the key factors which enhance the performance of
the IPEs. So, School Heads should concentrate on the reward system, motivation of
employees, effective supervision of IPEs, and involve them in the decision making process
to improve their performance at school.
Keywords: Organizational Climate, Job Satisfaction, Job Performance, Instructors
Physical Education, Government Higher Secondary School, KP
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Chapter 1: Introduction
1.1 Overview
The establishment of organization takes place on the basis of some purposes. In
this context, human resources are crucial to reach organizational goals as their out-
comes find out the worth of the job (Kaur, 2015). It is an organization that involves a
group of individuals who always work in collaboration to accomplish the desired goal.
Organizational culture sophistically describes how responsibilities are distributed,
assembled, and integrated into organizations. Because each organization has a frame-
work that defines the role of participants of the organization so that the member of each
group understands its responsibilities clearly (Aşçı, Cemberci, Civelek, & Günel, 2015;
Permarupan, Al-Mamun, Saufi, & Zainol, 2013). Moreover, an organization‘s culture
states the role and values of an organization that it trusts. There is a chain of collaborations
that takes place within any organization. Like an organization, collaborations between
students, faculty, administration, and the community take place within the schools.
These collaborations put a lot of impact on an individual as well as the overall school
environment and atmosphere. In an attempt to know the school environment it is necessary
to focus on the chain of collaborations in the school. In this respect, human interactions
and resources are thought to have significant implications for human interactions and
resource use, inspiration, production and job satisfaction at all levels of the organizational
environment (Razavipour & Yousefi, 2017).
Climate is regarded as an organizational ‗personality‘ as seen by its individuals.
Organizational Climate (OC) refers to the opinion of people who are the member of an
organization and perform their duties in different segments in an organization. The OC
also refers to the environment around the organization. Additionally, such perceptions
of individuals produce some behavior patterns which may be positive or negative and
eventually influence the organizational performance (Aşçı et al., 2015; Banuri, 2013). A
conducive and supportive organizational climate produces positive behavior that effects
the performance of the individuals working in the organization. Furthermore, the OC can
produce motivation, job satisfaction, and work achievement by the creation of
expectations of employees about the costs that will arise through different tasks.
approximately 33% of the explained variance of turnover intention is accounted by
ethical work climate and organizational support (Abou Hashish, 2017; Permarupan et
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al., 2013). Research shows that OC can influence the attitude and employee behavior
within the organization. So climate differs from organization to organization. This
difference is not due to various activities performed in the organization but it occurs due
to the environment established in the organization. So every organization has its own
climate which influences the entire employee‘s performance as well as the organization
(Lin & Lee, 2017). The research found that different demographic variables are also
having impact on perception of Organizational Climate (Selvaraju, Subramani, Jan, &
Mohan). Both organization and school climate can be described as physical and non-
physical conditions that are perceived by the members working in the organization or
school (Maxwell, 2016).
There is a series of interactions occurring among employees having different
positions working in the organization. School is like an organization as there is a series
of interactions that occur among the principals, teachers, students, parents, and community
members. So, the climate in educational institutions plays a significant role in their success
or failure. A healthy climate of the educational institution provides support and motivation
to the school heads, teachers, non-teaching staff, and students to perform their duties in
an effective manner (Syahril & Hadiyanto, 2019). School climate is a combination of
enduring characteristics settled in the educational environment that, when experienced
by its members, impacts their practices. When institutions make an atmosphere that enables
teachers and students to feel acknowledged and esteemed, people excel and meaningful
learning happens (Bradshaw, Waasdorp, Debnam, & Johnson, 2014). However, despite
the difference of opinions, there is growing evidence suggesting that school climate can
affect students socially, behaviorally, and academically. Enhancements are made over each
of the three spectra when schools address the relational connections influencing the
atmosphere (Kutsyuruba, Klinger, & Hussain, 2018; Permarupan et al., 2013). It is
understood that the importance of the climate of educational institutions has an
excessive influence. This particularly appears to be a quite fascinating problem for the
reason that teaching and learning should produce opportunities to build an innovative
environment (Syahril & Hadiyanto, 2019). More specifically, the climate of any
organization works dynamically in the performance, motivation, achievement in
organizational objectives and employees satisfaction (Kauts & Sharma, 2017).
One of the important roles of an organization is to enhance the level of job
satisfaction (JS) in order to increase employees‘ performance. The term job satisfaction
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is connected with how individuals think, feel, and perceive their job. It is a general
attitude and one‘s behavior towards his job (Balouch & Hassan, 2014). Job satisfaction
portrays how comfortable an individual feels with his job; this idea not only benefits
the workers but also the organizational structure to a huge degree (Rahimic, 2013; Varma,
2017). Job satisfaction is the psychological lead of people toward their work and this
integrates a blend of various moods or feelings. Job satisfaction is a way of achieving
the objectives of an individual‘s derives from his job (Balouch & Hassan, 2014). Job
satisfaction is a substantial part of production, performance, and success. The fulfillment
of the assigned duties in a specific procedure according to the need of an organization is
regarded as job satisfaction (Kaul & Luqman, 2018).
Another important component of the current study is job performance. The word
job performance means to execute, display, or act of performing. In other words, job
performance means to present the work in a particular way or manner (Atta, 2012).
Performance refers to the implementation of one work or job according to the satisfaction.
furthermore, performance is the behavior of an individual towards their work to achieve
particular objectives (Obeidat & Tarhini, 2016). The term job Performance refers to an
individual know (knowledge), what an individual able to perform tasks (skills), and what
an individual believes (attitude). It is not possible for an employee to perform a task if
he has not the required knowledge, skills, and attitude. The performance of an individual
mostly depends upon interaction among the climate of an organization, motivation, skills,
knowledge and attitude. Knowledge, skill, attitude and motivation belong to an individual‘s
cognitive structure while climate refers to the environment established in the organization
in which an individual performs the assigned task. All these components affect the
performance of an individual and also determine the performance (Atta, 2012).
Numerious studies has been conducted regarding the teachers job performance.
Significant difference was found between male and female teachers in term of job
performance (Atta, 2012; Nigar, 2017)
Jyoti (2013) depicted that a healthy and supportive organizational climate maximize
employee‘s satisfaction. Organizational climate plays an important role in the workplace
of the employees (Banuri, 2013). A favorable organizational climate, correlated positively
with job satisfaction whereas, the unfavorable climate of an organization negatively
correlated with job satisfaction (Maxwell, 2016). According to Li and Mahadevan (2017),
each organization posses its distinctive climate that influences the performance of
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employees. So, the climate of the organization cannot be ignored and it is essential to
establish an encouraging climate to boost the employee's performance.
Organizational climate is a multidimensional phenomenon that plays an important
role in achieving organizational objectives. From the perspective of the above-mentioned
points, it is deemed imperative to conduct a study to find out the effect of organizational
climate on job satisfaction and job performance with special reference to instructors
physical education working at Higher Secondary Schools of KP, Pakistan.
1.2 Research gap and justification of the study
Organizational climate, job satisfaction (JS), and job performance have been
examined from the last few decades. But there was no such empirical study regarding
Organizational climate associated with job satisfaction and job performance particularly
in Higher Secondary Schools of Khyber Pakhtunkhwa. However, some studies were
found conducted at secondary school level related to the current study‘s title. To fill this
significant gap, the endeavor was made in the current study to highlight the association
of the above-mentioned variables with the performance of instructor‘s physical education
(IPEs). Similarly, most of the studies have been conducted regarding OC, JS, and JP in
industrial areas or business-related organizations. The current study conducted about the
effect of organizational climate upon job satisfaction and job performance of instructors
physical education (IPEs) working in higher secondary schools of Khyber Pakhtunkhwa.
The current research is important and vital; as the existing study covers different aspects
i.e. job performance and job satisfaction including social status and financial position
that are linked with an individual‘s specific history.
An organization is a place where individuals with basic interests and joint qualities
meet up to accomplish certain objectives. OC is one of the important features that play a
vital role in achieving goals within an organization (Katzenbach & Smith, 2015). The
climate of an organization that combines human resources such as administrative resources,
managerial capabilities, providing workers with challenging tasks, overcoming hardship
and frustration, delivering benefits, personal policies, policymaking, communication
tendencies, delivering effective services, work environment and setting up a suitable
profession strategy, etc (Maxwell, 2016). From the last few years, the performance of the
schools is not up to the mark. There are several reasons identified in different research
studies which include lack of facilities, school climate, low morale, low job satisfaction,
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and poor performance. But all those factors connected with each other (Ashraf et al.,
2015; Nadeem et al., 2011). According to Ali and Patnaik (2014) school can enhance
efficiency through the implementation of a supportive and healthy climate. School climate
is an essential factor that motivates teachers towards the teaching-learning process. But
unfortunately, school administrators give less focus on creating a healthy organizational
climate which may not attract teachers. The current study was initiated to identify the
role of OC in JS and JP of IPEs in the male and female higher secondary schools of
KP, Pakistan. If an encouraging environment is provided to IPEs in their respective
institutions it may influence the IPEs' job satisfaction and job performance positively.
The responsibilities of IPEs are to maintain the school discipline, engagement in the
teaching-learning process, and conduction of sports events, etc. Therefore, the researcher
preferred to select the instructor‘s physical education (IPEs) as the population for the
current study titled as effect of organizational climate upon the job satisfaction and job
performance of IPEs in GHSS of KP Pakistan.
1.3 Statement of the problem
Organizational climate refers to the views and feelings of employees towards
the working environment established in the organization. Thus, organizational climate
plays a vital role in the behavioral pattern of the employees. In other words, the climate
is an enduring feature of an organization that employees experience and which influences
their behavior. Climate influence every activity directly or indirectly which is
performed in the organization. More precisely, the outcome of any organization is
directly proportional to a positive OC. Numerous research studies indicate that
organizational climate is one of the leading factors which influence motivation, job
contentment, and employee outcome. OC is an important component that plays a
significant role in ameliorating the level of contentment and work output.
Research conducted in educational institutions, has more or less catered to the
teaching and non- teaching staff at higher education level. There have been a very few
researches conducted on school level teachers using OC, JS and JP (Singh &
Padmanabhan, 2016). Researchers did not addressed OC, JS and JP in Higher
Secondary schools particularly in Khyber Pakhtunkhwa. There is no such evidence
available in the literature in which IPEs are the target population. At this point,
researcher felt the need to study the effect of organizational climate upon the job
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satisfaction and job performance of Instructors Physical Education in Government
Higher Secondary Schools of Khyber Pakhtunkhwa.
Elementary and Secondary education is considered as one of the largest departments
of Khyber Pakhtunkhwa province of Pakistan. More than six hundred higher secondary
schools are located and three hundred IPEs are working in the said province‘s Schools.
The IPEs in higher Secondary schools perform their Job to maintain discipline among
students, classroom teaching, practical classes, and conducting sports events. Therefore, the
vitality of their job is very clear in their relevant educational institutions. The investigation
of IPEs job satisfaction and job performance are very important components for digging
out the problems face by the IPEs during their duties. For successful outcomes, the
provision of a good environment for the employees is among the responsibilities of an
organization. This may motivate the employees, to stay longer, make a deeper commitment,
and work hard to show better performance. Many research studies have been conducted
on the same title in different fields like industries, banks, and secondary schools, but no
study was found, conducted in Government Higher Secondary Schools to examine the
association of OC with JS and JP of IPEs. The study consisted of one independent variable
OC and two dependent variables JS and JP. The independent variable i.e. OC is further
segregated into ten dimensions that are role clarity, respect, communication, reward
system, career development, planning, and decision making, innovation, teamwork and
support, quality service, and conflict management. Job satisfaction is the first dependent
variable which is further segregated into six dimensions i.e. salary, teaching profession,
promotion structure, group work, working condition, and supervision while the second
dependent variable of the study is job performance which is further divided in sub-variables
i.e. subject matter knowledge, instructional planning and strategies, Students‘ assessment,
communication, and organizing sports and physical activities. Keeping in view the vital
role of IPEs in educational institutions especially in higher secondary schools an attempt
was made by the researcher to initiate a research study under titled ―effect of organizational
climate upon the job satisfaction and job performance of Instructors Physical Education
in Government Higher Secondary Schools of Khyber Pakhtunkhwa, Pakistan.
1.4 Objectives of the study
Following were the main objectives of the study:-
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1. To determine the effects of organizational climate upon the job satisfaction of
IPEs in GHSS of KP, Pakistan.
2. To determine the effects of organizational climate upon the job performance of
IPEs in GHSS of KP, Pakistan.
3. To determine the gender-wise effects of organizational climate upon the job
satisfaction and job performance of IPEs in GHSS of KP, Pakistan.
4. To determine the effects of organizational climate‘s dimensions separately upon
the job satisfaction and job performance of IPEs in GHSS of KP, Pakistan.
5. To determine the mean difference between the response of IPEs regarding
organizational climate, job satisfaction, and job performance in GHSS of KP,
Pakistan in respect of their demographic attributes (gender, experience, age).
1.5 Significance of the study
Organizational climate is one of the key components of an organization that may
responsible for the positive as well as negative effect upon the performance and job
satisfaction of the employees (Noordin, Omar, Sehan, & Idrus, 2010). The main target of
the existing research study is an endeavor to dig out the effect of OC upon job
satisfaction and job performance of the IPEs with special reference to the climate of
Higher Secondary Schools. There is a dire need to identify the behavior of employees
regarding their satisfaction and job performance in GHSS in the vicinity of KP,
Pakistan. This provides appropriate information about the level of satisfaction and
performance of the employees working in the climate of higher secondary schools. Thus,
this study is significant peace of work as this study will pinpoint the climate of
educational institutions i.e. Government Higher Secondary Schools as an organization.
The study will also be helpful in respect to determine negative as well as positive effects of
climate upon the IPEs performance and satisfaction. The study is also worthwhile as it
gives detailed knowledge about different components of OC such as clarity, career
development, respect, teamwork, compensation, innovation, conflict management, and
quality service.
The current research will contribute to the policymaking process by highlighting
the core issues associated with OC that influence job satisfaction and performance of IPEs.
For this purpose, valuable suggestions are given in order to create a healthy and conducive
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environment to improve the level of satisfaction and maximize the performance level of
IPEs. The study is also beneficial for heads of the institutions because they are the
academic leaders of the schools In the light of the current study results, the researcher‘s
recommendations will contribute to the satisfaction and performance of the IPEs. The
results of the current study contribute to add new knowledge with special reference to
the existing literature. The research papers, extracted from this dissertation on specific
variable will also contribute to the literature that will be helpful for other researchers in
the same area. Especially in the context of Pakistan as there is limited empirical data
available to highlight the effect of OC on JS and JP.
1.6 Hypotheses of the study
On the basis of literature, under the supervision of the research supervisor, the
following hypotheses were formulated to achieve the targeted objectives of the study:-
HA1: There is a significant effect of organizational climate upon the job satisfaction (JS)
of IPEs in GHSS of KP, Pakistan.
HA2: There is a significant effect of organizational climate upon the job performance
of IPEs.
HA3: There is a significant effect of organizational climate upon job satisfaction (JS)
of male IPEs.
HA4: There is a significant effect of organizational climate upon the job performance
of male IPEs.
HA5: There is a significant effect of organizational climate upon job satisfaction (JS)
of female IPEs.
HA6: There is a significant effect of organizational climate upon the job performance
of female IPEs.
HA7: There is significant effect of ten (10) dimensions of organizational climate
separately, upon the job satisfaction (JS) of IPEs.
HA8: There is significant effect of ten (10) dimensions of organizational climate
separately, upon the job performance of IPEs.
H09: There is no significant difference in the stance of male and female IPEs regarding
OC provided in their respective institutions.
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H010: There is no significant difference in the stance of male and female IPEs regarding
their JS.
H011: There is no significant difference in the stance of male and female IPEs regarding
their JP.
H012: There is no age-wise significant difference in the stance of IPEs about OC provided
in their respective institutions.
H013: There is no age-wise significant difference in the stance of IPEs about their JS.
H014: There is no age-wise significant difference in the stance of IPEs about their JP.
H015: There is no experience wise significant difference in the stance of IPEs about OC
provided in their respective institutions.
H016: There is no experience wise significant difference in the stance of IPEs about their
JS.
H017: There is no experience wise significant difference in the stance of IPEs about their
JP.
1.7 Limitations of the study
The researcher has put a sincere effort in order to obtain accurate and relevant data
from IPEs. But there were certain limitations faced by the researcher which are important
to be mentioned. Beyond these problems, the researcher has taken special care to gather
updated and relevant information from the respondents.
1. The population of the study was spread over the vast area therefore; the researcher
limited the data collection tools to only adapted questionnaires for data instead
of other data collection tools i.e. interview, observation, etc.
2. Changing of the questionnaire language is also among the limitations of the
researcher to make the questionnaire easy according to the understanding level
of the respondents.
3. The return ratio of the responses from the respondents was among the limitations
of the researcher.
4. The dedication, interest, and motivation to give information regarding phenomena
under investigation were also considered as limitation of the researcher.
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5. In a few cases, respondents may give improper information but self-reported data
was not verified through other sources due to privacy ethics and the researcher has
to depend upon whatever the data quality is received.
6. Subject Specialists and IPEs are working in higher secondary portion. Therefore
the result of the study cannot be generalized to subject specialists and the study
results limited to IPEs only.
1.8 Delimitations of the study
Delimitations of the study were as under;
1. Only close-ended questionnaire was used for this particular study because it is
less time consuming and easy to understand (Acharya, 2010).
2. There are many different dimensions and questionnaires of OC, JS, and JP
developed by the experts but keeping in view the nature of the population, time
limitation and appropriateness of variables the researcher adapted the questionnaire
of OC, JS and JP developed by Furnham and Goodstein (1997), Mehrotra (2005),
Atta (2012) and Nigar (2017) respectively.
1.9 Summary of the chapter
The present study was conducted to determine the effect of OC upon JS and JP.
The researcher selected this problem because limited research studies have been conducted
in this area. In this chapter, research objectives were formulated according to title of the
study. Hypotheses are generated in order to achieve the objectives. The significance of the
study is given in the chapter. Limitations and delimitation of the study are also included
in this chapter.
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Chapter 2: Literature Review
Climate plays a vital role in any organization. There are many factors that contribute
to the success of any organization. Organizational climate is one of these factors. In this
chapter, the researcher draws the conceptual framework of the study and discussed the
research variables. The relationship of research variables of the study is discussed and the
researcher established a logical structure to support the visual display of how different
variables relate to each other. The empirical evidence in concerned aspects of study i.e.
organizational climate, job satisfaction, and job performance are discussed. Different
research studies both at national and international levels related to the current study are
discussed in the chapter.
2.1 Introduction to organizational climate
Organizational climate is a condition that is associated with feelings, thinking,
and conduct of the employees of an organization. Organizational climate is linked with
belief and expectation of the organizational life which is experienced by the employees
working in an organization (S. R. Singh & Padmanabhan, 2016). So, the term is
relatively subjective and restricted to the full use of power and influence by someone
(Suandi, Ismail, & Othman, 2014). According to BALYER and ÖZCAN (2017),
organizational climate is a set of different characteristics that determine the organization
and differentiate one organization from another. Meanwhile, Gemnafle, Waimuri, and
Batlolona (2016) stated that OC is the attribute of the atmosphere in an organization that
differentiates it from other organizations. Furthermore, the author stated that OC can be
categorized as;
1. The current action of the employees performing duties in an organization
2. Accepted by the employees of the organization
3. Performs as a basis to evaluate the condition
4. Works as a source of force to organize an activity.
Castro and Martins (2010), Ricky W Griffin and Moorhead (2014) stated that OC
is the views of employees, shared perception, attitude, and emotion that members possess
towards the organization. The basic components of an organization include values, norms,
culture, and employee‘s attitudes in the organization (Odor, 2018). Mohd Kamal, Romle,
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and Yusof (2015) considered the organizational climate as a process of interaction between
employees and the climate of the organization. According to D‘Alleo and Santangelo
(2011), organizational climate is a physiological construct that refers to the developed
views of the employees towards the climate of the concerned organization. It is known as
the perception of the employees who are working in a team or group in the organization
and demonstrates the relatively socio-psychological way in the organization. The climate
of the organization is created through elements of an individual‘s behavior and groups
or team in the organization. Therefore, organizations are evaluated through an analysis
of the organizational climate. So, organizational climate is quite a perpetual characteristic
of the intrinsic environment of the organization that is faced by the workers and that
affects their behavior (Chaudhary, Rangnekar, & Barua, 2014). According to S. R.
Singh and Padmanabhan (2016), OC deals with the opinion of employees in the working
environment towards their organization. OC impacts the organizational authorities
which in turn influences the behavior and motivation of the whole staff.
According to Selamat, Samsu, and Kamalu (2013), organizational climate refers to
an individual approach in which the employee of an organization observe and demonstrate
their surrounding environment in an attitudinal way. Schneider, Ehrhart, and Macey (2012)
stated that organizational climate is a set of characteristics associated with a specific
organization that deals with its concerned employees and climate. The organizational
climate got considerable attention in the 21 century in many fields. So due to this reason,
organizational climate is often associated with school effectiveness (S. R. Singh &
Padmanabhan, 2016).
2.1.1 Organizational climate of educational institutions (OCEI)
From an educational perspective, organizational climate refers to interaction among
the stakeholders which include the head of institution/principal, teachers, parents, students,
and higher authorities (Ghavifekr & Pillai, 2016). Organizational climate of school refers
to the interpersonal relationship among teachers, principals, students, and parents and
their influence on each other (Osibanjo & Adeniji, 2013). The author further argued that
both school principals and teachers are collectively engaged in the process of teaching
in order to get the maximum desirable objectives.
The organizational climate in school settings viewed by Chernyak-Hai and Tziner
(2014) that school is a mini organization in which different people work in different
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positions to achieve the desired objectives of the organization. So, every person in school
interacts with each other making relationship that creates an environment in which every
member of the school feels comfortable and satisfied from their responsibilities, which
positively influences their performance (Puteh, Adnan, Ibrahim, Noh, & Che‘Ahmad,
2014). The unfair behavior of employees in an organization negatively influences the
inter-personal relationships, the autonomy of work, and the environment of the
organization. It is argued that the organizational climate from an educational
perspective is a result of views and observation of members towards school. The
positive perception of members towards the school brings a positive school climate
(Chernyak-Hai & Tziner, 2014).
The organizational climate of school has a deep effect on HOIs, teachers, and
students (Razavipour & Yousefi, 2017). The principal performs different administrating
duties; he should focus on establishing a conducive environment in the school. It is very
important to know that school climate has a significant impact on the teachers, school
heads, parents, students, and all components linked with teaching-learning activities
(Chernyak-Hai & Tziner, 2014).
2.2 Basic indicators of organizational climate
A positive organizational climate is considered as the main factor contributing
to the success of an organization. It significantly contributes to the comfort, positive
attitude of the employees and influences their commitment and motivation towards work.
Organizational climate has different facets identified by many researchers but recently
Adrian Furnham and Leonard Goodstein Identified organizational climate dimensions such
as role clarity, innovation, respect, career development, reward system, communication,
planning and decision making, quality service, conflict management, and teamwork
(S. R. Singh & Padmanabhan, 2016).
2.2.1 Role clarity
The organization changed its structure from hierarchical units to decentralized
units. The procedure of team creation has become a tough challenge and requires high
managerial skills. One of the prime issues in teamwork for the manager and team members
is incomplete vision and ambiguous role (Thangavelu & Sudhahar, 2017). Every member of
the team, need to work and interact collaboratively for the achievement of the organizational
goals. Specific roles or functions are assigned to each member to perform within a specific
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time limit. A team with a clear shared vision and role clarity results in a strong motivation
and commitment towards the accomplishment of objectives (Lynn & Kalay, 2016). The
organization performs effectively when the team has a clear vision, the role assigned to
team members are clear and objectives are set. On the other hand, if the role is not clear
to the team members then it leads towards the conflict among the team (Samie, Riahi,
& Tabibi, 2015).
Nair (2006), described the term role clarity as the opinion of the people concerning
the way that employees should correctly understand what are the desires from them and
their work. The author further stated that role clarity is the degree to which required data
about the particular position or job is provided to the employee how he or she is expected
to perform. Role clarity is an essential and vital component of overall team effectiveness.
Most of the research studies have been conducted in three different areas of role
perception in the organization which include role clarity, role conflict, and role ambiguity
(Ebbers & Wijnberg, 2017; Lynn & Kalay, 2016; Palomino & Frezatti, 2016). Role clarity
refers to a lack of information about the particular role (Abed, Hassan, & Banan, 2016).
There is a significant positive influence of role clarity on job satisfaction, reduced job
burnout, organizational commitment, and has been found a vital component in maximizing
the performance of the employees (Lynn & Kalay, 2016). Srikanth and Jomon (2013)
found that higher role clarity leads to higher job satisfaction. The reason behind lower
job satisfaction is role conflict and lack of information about the role.
2.2.2 Respect within the organization
Respect is regard or consideration for self and others (Balovich, 2017). Respect
within the organization has a significant impact on the employees‘ spirit as well as
performance. The positive attitude of heads of the institution toward the concerned
employees has a positive influence on their performance. Likewise, the negative attitude
of heads of the institution directly concerned with employees, and as a result, they feel lake
of respect in terms of their responsibilities that negatively influence their performance
(Burchell & Robin, 2011). The respectful organizational environment is very important
for an organization because it makes the workers satisfied and loyal with their duties
(Rogers, 2018).
According to (Porath, 2014) there are three major aspects of behavior that have
influence on the respect of worker within an organization such as;
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1. Support is the first area that affects the employees‘ perception of respect.
2. Appreciation and recognition for their achievements.
3. Provide resources to employees, in order to grow and develop their abilities (Porath,
2014).
There are two categories of support i.e. supporting professional worth and
supporting individual worth. For this purpose, the organization needs to provide different
opportunities to improve their skills and provide the right materials which they needed
to complete a task. The manager should support individual efforts, he/she should create
an environment of appreciation, and recognition and initiate incentive program for extra
achievement in the organization (Abbah, 2014). Employees feel respect if they receive
sincere recognition and appreciation in the organization. The level of respect is high when
there is an environment of learning from mistakes rather than blaming the organization.
This kind of attitude in the organization may bring a high level of commitment and
motivation among the employees which positively influences the overall performance.
The successful organizations always recognize the achievements and contributions of
their employees (O'Reilly III, Chatman, & Caldwell, 1991). The effective way to show
respect and support to the employees in the organization is to initiate the recognition
programs such as worker‘s day and annual progress day for the purpose to appreciate the
employees for their achievements (Burchell & Robin, 2011). They obtain knowledge and
skills through support from the organization and the manager to perform their duty
effectively. Furthermore, they learn different competencies that enhance the level of
engagement, commitment, and profession-related skills (Burchell & Robin, 2011; Walker,
2014).
Collaboration is also an important area of behavior that has direct influences on
the perceptions of employees in terms of their respect. Collaboration plays a vital role in
the process of establishing respect among the employees (Bellibas & Liu, 2018). Mutual
collaboration and engagement among the employees and authorities on their decisions
regarding their careers help to promote a good working environment of the organization.
(Stürmer, Simon, & Loewy, 2008). The input of employees in term of their ideas and
opinions by their managers beneficially demonstrate respect among the employees for
their organization. Every organization has some issues and problems and the manager
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requires ideas and views from employees to solve these organizational issues and problems
(Al Mamun & Hasan, 2017; O'Reilly III et al., 1991).
Caring is the third and essential area that plays a significant role in the perception
of employees towards respect. In the organization, employees seek an honest sense of
caring from the manager and other higher authorities. The main area of caring is the work
environment in the organization. The caring environment in the organization positively
influences employee‘s motivation as well as performance (Porter, Riesenmy, & Fields,
2016). A healthy and safe environment and employees benefit are positively correlated
with the respect they feel. The manager should understand the principle which states
that ―behavior is an individual‘s function that interacts in the environment‖. So, the
manager should focus on both the environment and employees to accomplish desirable
results. The manager should establish a healthy and caring environment in which employees
are allowed to work collaboratively to achieve their objectives (Burchell & Robin, 2011).
Harvard Business Review (HBR) conducted a study in which twenty thousand
(20,000) worldwide employees participated. HBR concluded that employees show
commitment and involvement towards an organization if there is one thing that managers
require to show: respect. Many factors were evaluated in the study and respect was the
dominant that has a significant impact on the outcomes. In the study, employees depict that
feeling of respect is more important for them as compared to recognition, appreciation,
and other opportunities (Porath, 2014). Employees feel respected in the organization in
the given categories identified in the study shown in the below figure 2.1
Figure 2.1: Effect of respect on employees feeling and characteristics
56% more in term of
health and well-being
1.72 times as much trust
and safety
89% greater enjoyment
and /job satisfaction
1.26 times more
meaning and
significance
92% greater focus and
prioritization
1.1 times more likely to
stay with the
organization
55% more engage
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2.2.3 Communication
Communication is the process of interaction (verbal and nonverbal) among two
or more than two persons (Keyton, 2017). The communication process contains the
interchange of information between the sender and the receiver. Effective communication
in any organization involves different steps in which information is effectively exchanged
from one person or group to another person or group.
Figure 2.2: Communication process
Figure 2.2 depicts that the sender in a school developed an idea and converted it in
words or non-verbal cues or diagrams (Encode). Once a message is encoded and developed,
then the message is transmitted in many ways like a letter, memoranda, email, phone, face
to face interaction etc. The receiver (another person or group) allows receiving the message
and then decoding the message in its own understanding. The receiver gives feedback
to the sender that the message is received and understood. Feedback completes the
communication process (Kukule, 2012).
Communication is the procedure of transmitting and receiving ideas, and feelings
verbally and non-verbally to generate a favorable response (Keyton, 2017; Oyetunde &
Moruf, 2012). Communication refers to a process in which an individual or group share
information with another person or group so that both groups understand each other.
According to shonubi and akintaro (2016) in an organization, a manager transmits
information in many ways for different reasons i.e.
To accomplish coordinate action
To express emotion and feeling
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To transmit information
To give instruction
Decision-making process
To encourage employees to enhance their performance
To establish a good image and reputation in society
Human interactions are a form of communication. In an organization, it is
impossible to accomplish the desired objectives without effective communication among
the employees. Communication is considered as the backbone of every school or
organization, which helps to connect the individual, groups, and organization (Keyton,
2010). Communication has got a pivotal role in the organization because the extensiveness,
structure, organizational climate and scope of the organization are bound by communication.
In other words, communication is called the essence of an organization (Canary & McPhee,
2010).
No doubt to say that the most successful organizations have established effective
communication channels. Effective communication among workforce management and
top-level management develops a good atmosphere that promotes satisfaction and job
Performance (Alajmi, 2016). It is essential to manage wisely all things (Men, material,
and machines) in the organization to stay profitable in a highly competitive world. Human
resources are among the challenging factors of an organization because the management
of employees required high skills and skillful handling of thoughts to achieve the highest
productivity. For this purpose, effective communication plays a significant role to
manage all those challenges to meet the required objectives. It is generally accepted that
communication is the life hood of any organization because communication is necessary
for the exchange of opinion, information, ideas, implementing the decision, sending orders,
and instructions (Kukule, 2012).
2.2.4 Reward system
Long term success of an organization depends upon human resources. Appreciation
or awards like incentives, appreciation letters, promotion, and fair treatment system helps
in encouraging the employees of an organization to perform their organizational duties
honestly for the achievement of organizational goals in positive manners (Adil & Fatima,
2013; Alam, Saeed, Sahabuddin, & Akter, 2013).
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Rewarding is one of the basic policies of the organization that enhance the
performance of the employees and organizational results. Lacking recognition of employees
on part of manager negatively influence their performance which creates hindrance in
the success of the organization (T. Kalsoom, Akhter, Haseeb Mujahid, Saeed, &
Kausar, 2017). If each employee in the organization receives rewards such as
incentives, a cash prize, or appreciation letter in the organization, then it confirms that
the organization established a good reward system. Extrinsic rewards in the
organization are those that employees receive after their good performance. Such kind
of rewards includes a cash prize, gifts, promotions, bonus, and an increase in salary
(Shakir, Zamir, & Zamir, 2013).
A reward system in an organization plays a crucial role in improving the level
of satisfaction and performance of the employees. Few researchers declare that the basic
purpose of the reward system is to increase the extrinsic motivation of employees by
satisfying their needs through different modes of reward (N. Khan, Waqas, & Muneer,
2017; Taba, 2018). The perception is associated with expectancy theory developed by
victor H. Vroom in 1964 that argues that pay for performance affects the level of
satisfaction of the employees. Furthermore, the theme behind this theory is that pays
should be connected with the performance of the employee by setting particular targets
and then reward them for accomplishing those targets (Musyoki, 2012).
The reward system in the organization has a significant effect on the employees‘
attitude towards their job and for their organization. Job satisfaction is an important
feature because the absence of job satisfaction leads to low performance and a low level
of commitment towards the organization. Therefore, the head of the organization should
establish a good reward system to increase the level of satisfaction among employees
(Shakir et al., 2013).
2.2.5 Career development
Career development refers to the life long process in the organization (Saina &
Tuei, 2015). It does not only give benefits to the employee but also the organization.
The organization should develop career development practices for the employees so that
they may be highly motivated towards work as well as to the organization. Furthermore,
such practices allow the organization to grow and place an individual in a position in the
organization compatible with his career interests and life goals. This promotes the level of
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satisfaction among the employee which led the employee‘s competencies. Furthermore,
the career development process motivates the employees working in the organization
(Dialoke & Nkechi, 2017).
There are three basic aspects of the career which include, career promotion,
career stability, and structure of an individual‘s work experience. Career development
opportunities enhance the level of commitment to the work which improves the employees‘
performance (Gachunga & Wamoto, 2012). Employee development in job-related skills
is one of the important functions of an organization. Therefore, career development deals
with the employee‘s development at different stages of his career which not only fills the
employee‘s need but also improves the effectiveness of the organization. There are many
activities and programs in the organization that plan to provide opportunities in employee‘s
career development which play an indispensable role in maintaining the balance between
organization‘s need (employee‘s commitment and trust) and employee‘s need (promotion,
advancement in skills and job security) (Akmal, 2015).
In today‘s competitive world, the organization not only focuses on the profit but
also emphasize on the employees‘ personal and organizational satisfaction. Organizations
focus that their employees stay and for this purpose, they provide rewards and offer
opportunities for career development (Pandita & Ray, 2018). Career development programs
play an important role in the retention and satisfaction of employees towards the job in
order to attain the desired objective of the organization. Because human resource is a vital
element to make the organization successful, so it is important to satisfy the employees
to achieve better results. So, career development plays an essential role in this sense to
enhance the satisfaction level of employees (Saina & Tuei, 2015).
2.2.6 Decision making and planning
Decision making refers to the process of choosing among alternatives. In every
organization, the manager at all levels makes the decision. This decision may ultimately
influence the employee‘s performance and have an impact on the overall organizational
performance (Rehman, Khalid, & Khan, 2012). Decision making is a dynamic process and
there are much feedbacks in every step of the decision-making procedure. The process of
decision making has behavioral and strategic implications for the organization. Moreover,
decision making is a basic function of an organization, and quality of decision may
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influence the efficiency of the employees as well as the organization (Saha & Kumar,
2017).
Decision making has got a central role in the organizational climate. The effective
execution of decision-making strategies requires the cooperation of team members. The
successful implementation of decision making may enhance the performance of employees.
The manager needs a high level of involvement in the decision-making process to increase
the work performance, commitment level, and positive perception towards the organization
(Appelbaum et al., 2013).
In the group decision-making system, a decision is the product of interpersonal
decision processes and group dynamics. So, the managers must be concerned with leading
the group from a collection of individuals to a collaborative decision-making unit. This
implies that the manager of the organization must develop group decision-making skills
as well as skills in employees‘ decision making (Giri & Kumar, 2013). Employees feel
high satisfaction when they are involved in job-related decisions. Participation in the
decision-making process would improve the satisfaction level of the employees in the
workplace (Appelbaum et al., 2013).
The performance of an organization is usually measured through its output and
growth. Every organization wants to achieve the desired organizational goals and success.
Consequently, every manager within the organization urges to enhance employee
performance as well as the organization‘s effectiveness. For this purpose, managers have
to decide according to the objectives to get the sustainable performance of the organization.
Additionally, poor organizational decisions and policies may cause the failure of the
organization. In contrast, effective decision making brings positive results and high
productivity (Rehman et al., 2012).
There are different decision-making styles in an organization and every style has a
different effect on employee performance, organizational effectiveness, employee‘s job
satisfaction, and commitment. Many researchers focused on performance and result
oriented services due to which the participative management has become essential for
employees‘ satisfaction. The high level of employee satisfaction in the working environment
occurs when there is a high degree of involvement in management (Giri & Kumar, 2013).
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2.2.7 Innovation
The word innovation is derived from the Latin word ―innover‖ which means to
create something new. The successful change of concept and knowledge into new
knowledge and concepts and delivering into a new way may be called innovation (Zawawi
et al., 2016). The term innovation refers to a process of converting an opportunity into new
concepts and using them into practices (Haned, Mothe, & Nguyen-Thi, 2014). Innovation
is the conversion of new knowledge and concept into practice to satisfy the community
and achieve the organizational objectives (Rainey, 2014).
People are having different positions in an organization working for a specific
purpose. Every organization contributes to the economic and social development of the
society or nation through innovative ideas and products. Therefore, innovation plays a
main role in the growth and development of the organization in order to produce quality
service. The conduct and attitude of the employees have a significant influence on the
innovation, and literature evidence indicates that innovation derives from the employees‘
attitude and behavior towards the work as well as the organization. In other words,
innovation has become an essential part of the organizational climate that influences the
employees' performance (A.G Awan & Javed, 2015).
Innovation is a key component of employee performance and organizational
effectiveness. For the promotion and development of an organization, it is important to
create an innovative environment such as innovative ideas and services in the organization
(Abdul Ghafoor Awan & Zahra, 2014; Rainey, 2014). There are some barriers to innovation
related to inside and outside the organization. The barriers related to outside include
low education, infrastructure, lack of training, and ignoring talented people while internal
barriers include rigid policies of the organization, employee's negative attitude towards
the organization, low level of job satisfaction, poor vision, risk-avoiding attitude, and low
motivation. Thus, the organization may emphasize on providing innovative services and
products by eradicating such kinds of internal and external barriers (Park, Tseng, & Kim,
2016).
Job satisfaction plays a significant role in the promotion of the job performance
of employees. Innovative practices are one of the strategic approaches of the manager
in the organization to promote the level of job satisfaction as well as the employees‘
efficiency. More specifically, organizational innovation brings change to the perception
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of the employees in a positive manner. Innovative practices in the organization improve
the level of satisfaction among the employees (Riaz, Xu, & Hussain, 2018; Zawawi et
al., 2016).
2.2.8 Teamwork and support
The term team refers to a group of people who work together in the same working
environment to achieve the organizational objectives for the betterment of people and
organizations to provide quality service. The creation of a team brings employees with a
strong sense of direction, a high level of commitment, an increase in work performance
and high morale. In contrast, poor team creation brings in employees with low motivation,
low performance and negative attitude towards the organization. Failure of an organization
in delivering quality service may result in lacking organizational satisfaction (Phina,
Arinze, Chidi, & Chukwuma, 2018).
It is a mutual perspective of the team members working in a team or group towards
the organization and demonstrating the relatively socio-psychological way in the
organization. The climate of the organization is created through elements of an individual‘s
behavior and groups or team in the organization. Therefore, organizations are evaluated
through analysis of the climate. Organizational climate is a persistent characteristic of
the internal situation of the organization that is experienced by the workers and affects
their behavior. The procedure of team creation has become a tough challenge and required
high management skills. One of the prime issues in teamwork for the manager and team
members is incomplete vision and ambiguous role (Agwu, 2015). Every member of the
team works together, interact with each other, and interdependently towards the accom-
plishment of a common goal. Specific roles or functions are assigned to perform within
a specific time limit. A team with a clear shared vision and role clarity resulted in strong
motivation and commitment towards the accomplishment of objectives (Wang, Wladman,
& Zhen, 2013).
The managers offer opportunities for training and professional development,
support the professional worth of the individual, and provide facilities to employees
they required to do a job. Employees in an organization also need appreciation and
recognition of their achievement. The basic emphasis of support is to provide resources
to employees in order to grow and develop their abilities (Porath, 2014). There are two
categories of support i.e. supporting professional worth and supporting individual worth.
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For this purpose, the organization provides different opportunities to improve their
employees‘ skills and provide the right materials which they needed to complete a task.
The manager should support individual efforts. The manager should create an environment
of appreciation, recognition, and incentive program for extra achievement in the
organization. This kind of attitude in the organization may bring a high level of commitment
and motivation in the employees which positively influences the overall performance.
Successful organizations always recognize the achievements and contributions of the
employees (O'Reilly III et al., 1991; R. Singh, 2016). The effective way to show respect
and support to employees in the organization is to initiate the recognition program.
Employees obtain knowledge and skills through support from the organization and
manager to perform their duty effectively. They learn different competencies that
enhance the level of engagement, commitment, and profession-related skills (Burchell
& Robin, 2011).
2.2.9 Quality service
Quality service refers to a difference between reality and performance with different
quality dimensions. Moreover, quality service means the overall assessment of the clients
towards the nature of the administration given by the organization (Cheng & Lin, 2014).
According to Ariani (2015) quality service is the provision of satisfaction to clients towards
the services offered by the organization. There are three dimensions of quality service
i.e. physical quality, corporate quality, and interactive quality.
Physical quality denotes physical objects or products provided by the organization.
Corporate quality means client assessment to corporate image. Interactive quality refers
to the interaction between the organization and its clients. Every organization remains in
touch with clients with different forms of communication channels (Ariani, 2015). The
service quality can be assessed through the quality of process and product. Additionally,
quality service has an assessment of different layers of performance which include
environmental quality, interactive quality, and product quality (Naser, Esmaeil,
Masood, & Mahmood, 2013).
2.2.10 Conflict management
There are conflicts in every organization because conflicts are inevitable. Research
evidence depicts that managers spent most of the time dealing with conflicts and therefore
conflict management has become very important and essential for employees as well as
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organizational effectiveness (Ahmed, 2015). Conflicts refer to serious disagreement about
some phenomenon which is important for two or more groups (Spaho, 2013). Conflicts
occur when there is a difference in the attitude/views and behavior between owners/
managers and employees. Owners or managers are on one side while employees are on
the other side about some issues. If conflicts could not be managed they resulted in
strikes or lockdown (Olu & Dupe Adesubomi, 2014). Furthermore, sometimes groups or
individuals compete for status, positions power, or limited resources which lead towards
conflicts. So, apex bodies should create an environment in which individuals or the groups
working in the organization cooperate with each other to achieve the organizational
objectives (Spaho, 2013).
There are two kinds of conflicts i.e. functional and dysfunctional. Functional
conflicts support the goals of the organization and enhance the efficiency of the
organization. These conflicts are constructive and beneficial for the organization. Functional
conflict related to task-oriented. Such kinds of conflicts occur when there is disagreement
in ideas during meetings, decision-making processes, and personality conflicts at work.
Dysfunctional conflicts (sometimes called destructive) create hinders in organizational
performance (Mehrad, 2015).
Olu and Dupe Adesubomi (2014) indicated that the high level of performance of
the employees and the organization is possible if a manager effectively manages the
conflicts in the organization. Effectively managing conflict can produce a domino effect in
the organization which causes fruitful results. Additionally, managers have different conflict
management styles that are employed to resolve conflicting issues to improve organizational
effectiveness.
Job satisfaction, on the other hand, is a strong and positive factor that improves
employee performance and organizational efficiency. Conflict management styles play a
significant contribution to employees‘ job satisfaction. There are five conflict management
styles which include collaborating, competing, accommodating, compromising, and
avoiding. There is no doubt that every style has its own results which increases the
performance of the organization. The applying of a suitable style by the manager produces
a high degree of job satisfaction among the employees (Mehrad, 2015).
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2.3 Job satisfaction
Job satisfaction is somewhat relating to the first impression of a worker which
makes or mars his/her later impressions and let him become negative or positive. Job
Satisfaction alludes to the attitude, behavior, and feelings of a worker towards his/her
job which satisfies him, or in some cases, it is also the job environment that shapes
worker‘s feelings about their job. Griffin and Batmen also added goal achievement,
individual differences, and leadership styles to the factors affecting job satisfaction (Amin,
Shah, & Tatlah, 2013).
According to Mushtaq (2017) job satisfaction is a psychological state of feeling
satisfaction in terms of own responsibilities or duties. It means that Job Satisfaction refers
to the set of expectations being fulfilled in the case of results. In such cases, the results
are the same as being desired and worked for. Marn (2012) also explained it as an overall
and thorough feeling of contentment of workers for their jobs. According to (Hanaysha
et al., 2012) if the workers are satisfied with their job, they will work hard enough to
motivate the ideas and skills, meanwhile motivating their fellow workers as well.
Samwel (2018) described job satisfaction elements as, the administration and
leadership, prizes and recognition, working environment, employer stability, basic leadership
process, the pleasant working relationship and open communication, advancement, and
career development/employee development.
There are three aspects of job satisfaction which are identified and elaborated by
Rajbhandari (2016) in the following way:
a. Fulfilling the needs of the subordinates and the workers and keeping a positive
attitude towards them. It is highly desired and appreciated by the workers.
b. The positive working system and positive results lead to positive changes and
satisfaction. Satisfaction on the part of the workers also gives birth to motivation
and consistency in work and endless efforts are made until some improvement
is seen.
c. Sometimes the workers who are not capable of bearing or offering good results
quit, and join other organizations in search of satisfaction but the ones who are
satisfied work hard to their level best and produce even more. In short, individual
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differences stay everywhere yet there are a lot of opportunities to enhance and
create satisfaction among the workers.
Marn (2012) cited Locke‘s postulated elements of job satisfaction, which are as
follows:
a. Innovative learning, innate maturation, and opportunities for increasing the levels
of interest
b. Fair and equivalent dealing with suitable salary or wages
c. Equal opportunities for promotion
d. Appreciating and rewarding the hard work
e. Providing other benefits both material and moral
f. Positive working environment
g. Scheduled monitoring and supervision
h. Co-operation among workers
i. Suitable leadership styles
According to Segal (2017) job satisfaction elements included: pay wages, well-
being and security, client connections, and working hours. It was discovered that these
elements affected the employee‘s financial, emotional, and physical prosperity. Employees
also demonstrated that help from the administration added to their job fulfillment.
Alghamdi and Khan (2018) expressed that there are some factors that affect job
satisfaction i.e. salary, conditional or annual incentives, the social environment of the
organization, proper monitoring, and equal opportunities for growth and development.
Khalid, Irshad, and Mahmood (2012) described some other factors of job satisfaction
like:
a. Letting the workers make use of their skills freely and to enhance their performance
by providing them with challenging tasks
b. Providing them with equal material and social benefits or proper rewarding
c. Enhancing the environment positively concerning facilities and needs
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d. Cooperation of various departments and personnel is also mandatory, in addition
to proper support, appreciation, and facilitation from supervisors.
Mushtaq (2017) also numerated three major features of job satisfaction:
a. Laden the workers with internal satisfaction and joy
b. Motivates and enhances skills and progress
c. Awakens the spark of accomplishment and makes the workers dutiful.
Judge and Piccolo (2004) conducted a study on transformational leadership and
analyzed 17,105 samples from 93 earlier studies; providing them with a joining string
between transformational leadership and job satisfaction. This string helped them conclude
that if the leadership is transformational, the workers are more satisfied with their job and
are highly motivated as well. There is a positive association between workers‘ motivation
and satisfaction levels and the transformational leaders. Transactional leadership and
schedule rewards also stimulated the level of job satisfaction. After using both the methods
of leadership, they concluded that transformational leadership is far more effective than
transactional leadership. They also found that such type of leadership with additional
scheduled rewards increase their motivational levels and even polished their skills. In a
nutshell, the major aim of the research was to explore the association between leadership
and job satisfaction at educational institutes, and a high association was found in leadership
style and job satisfaction.
The third industrial revolution took place in 1930, a research was conducted in
Hawthorne by a research team. The major concern of their research was to postulate job
satisfaction and a better working environment for the workers. After this research, they
decided to introduce a new system of wages for the workers and make them an equal
partner in the work at the workplace. It created a positive and workable environment for
a worker (Mushtaq, 2017). The manager is the one who can stay in touch with the workers
to fulfill their needs in various activities. Many companies are always in search of practicing
various types of working environments to enhance productivity and performance. The
topmost priority of organizations is the satisfaction of the workers because of the fact that
dedicated workers and working environment are mandatory for organizational growth
(BALYER & ÖZCAN, 2017).
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Ahmed Azumah, Mohammed, and Tetteh (2017) are of the view that
satisfaction with compensation, satisfaction with the workplace, satisfaction with work
qualities, satisfaction with associated decision making, satisfaction with initiative
consideration, satisfaction with personal relationship, satisfaction with self-esteem,
satisfaction with the outstanding task at hand, satisfaction with work self-governance,
satisfaction with a social acknowledgment are the major elements of job satisfaction.
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2.4 Theories of job satisfaction
According to Balouch and Hassan (2014) job satisfaction is associated with
Maslow‘s needs hierarchy. Yet it failed to explain the basic needs and formulate the
limitations. Some other motivational theories are also there which can be classified into
two major groups:
a) Content theory
b) Process theory
2.4.1 Content theory
The content theory explained how human needs are changed with the passage of
time. Content theories are the initial theories of motivation and sometimes named needs
theories. There are a variety of needs that human motivated to get it. For this purpose,
Maslow‘s Hierarchy is based upon five-tier model, which are as follows:
1. Base-tier consists of basic and primary needs i.e. water, food, and shelter which
are also known as physiological needs.
2. The second-tier consists of the secondary needs of security, both the physical and
material.
3. Third-tier consists of various social needs i.e. Love, care, support, acceptance,
and belongingness.
4. Fourth-tier consists of the needs of self-esteem, self-respect, and self-recognition.
5. The last and the topmost tier consists of the needs i.e. self-direction and self-
actualization (Dugguh & Dennis, 2014).
This theory defines how a person works hard to get all his needs fulfilled one by
one and step by step, one after another. It also formulates the idea as soon as one set of
needs is fulfilled; the person‘s thinking modifies to work for the next set of needs until
s/he reaches the topmost level. In the same way, if an organization is able to fulfill the
workers‘ basic and primary needs; they will be able to show even better performance (Qazi
& Kaur, 2017). Later on, if they are properly rewarded and their work is appreciated;
they will be able to develop an attachment with their organization. When all of their needs
are fulfilled, then they start thinking about social work and welfare, to assist others in
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fulfilling their needs. At the same time, the basic needs no longer attract them rather they
are in constant to self-actualization (Mushtaq, 2017).
(Rast & Tourani, 2012) numerous educational researches are available which
are based upon Maslow‘s need theory. Porter designed one such questionnaire to
measure job satisfaction in 1962 (Rast & Tourani, 2012). The same modified form of a
questionnaire was also used by Sergiovanni in 1967 for educators and he concluded that
the major deficiency was of self-actualization and self-esteem for both the teachers and
administrators (Mushtaq, 2017).
Herzberg formulated a theory and postulated some factors i.e. Motivators and
hygiene which add to both satisfaction and dissatisfaction. The satisfaction of the higher
levels needs such as recognition, personality enhancement, opportunities for achievements
is influenced by motivators while hygiene factors i.e. working environment, salary,
social relationships are necessary to be fulfilled otherwise it will lead to dissatisfaction.
If one factor is present and the other is missing, it cannot lead to thorough satisfaction
or dissatisfaction rather both of them are interconnected and should be met to maximize
satisfaction and minimize dissatisfaction among the workers (Dugguh & Dennis, 2014).
Herzberg‘s factors of satisfaction and dissatisfaction could be presented as follows:
1. Motivators (Satisfiers): Responsible behavior, workload, recognition, achievement
2. Hygiene (Dissatisfiers): Policies, administrators, supervision, salary, advancement,
working conditions, social environment (Bušatlić & Mujabašić, 2018).
The subjects of Herzberg‘s study were two hundred engineers and accountants
and two questions were asked from each one of them
Q.1: What turns you on and when do you feel good about your job?
Q.2: What turns you off and when do you feel bad about your job?
Concluding with the sets of good and bad feelings, Herzberg finalized two things
i.e. Job content is job satisfier while job context is job dissatisfaction (Dugguh & Dennis,
2014; Tan & Waheed, 2011). Bušatlić and Mujabašić (2018) conducted a study and used
Herzberg‘s theory in the educational field with teachers and concluded that both the
factors i.e. motivators and hygiene are exclusive. The major satisfiers were achievement,
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recognition, and responsibility factors while the major dissatisfies were policies, adminis-
trations, and interpersonal relationships.
The same study is replicated by Holdaway in 1978 and concluded it with the same
results even added two more factors to satisfiers i.e. promotion and job security. In the
same way, adding two more factors to dissatisfies as well i.e. working environment and
supervision. Same theory tested by Rolph in 1976 with Georgian teachers, Rodney went
for Canadian teachers while Schmidt upgraded his study in the same year with high
school principals at Chicago and all of them ended up with the same results, supporting
Herzberg theory. The major satisfiers were recognition, advancement, and achievements
(Mushtaq, 2017).
2.4.2 Process theory
The process theory explains how motivation occurs. Furthermore, content theories
expressed that why motivation is initiated. The process theory studies the need-based
individual differences which are caused due to the variant thinking approaches. Values
and expectancies are the major subject matter of process theories which propose that
employees behave in accordance with their needs (Lunenburg & Ornstein, 2012). The well-
known theories in this regard are equity theory, expectancy theory, and self-efficacy theory.
Adams proposed a process model based upon two factors, namely: inputs and
outcomes, where inputs are employee‘s skills, experiences, abilities and the efforts made in
a field while outcomes are an organization‘s compensation, fair rewards, equal promotion,
advancement opportunities, and recognition. This concept of Adams is known as ―equity
theory‖ because an employee hopes for equity between the aforesaid two factors of the
process model. If employees find equity between the inputs and the outcomes, they feel
satisfied with their job as well as from that organization. It is supposed that employees
not only compare their equity with fellow workers but also with other organizations of the
same standard (Al-Zawahreh & Al-Madi, 2012).
Victor Vroom proposed a theory in 1964 which is called expectancy theory. There
are two major factors that define job satisfaction i.e. personal variables and workplace
variables, and proper interaction between both of them. The major indicators of this
theory are as follows:
1. Employees must be compensated according to their efforts and performance
otherwise it will lead to dissatisfaction in case of discrepancy.
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2. Workers must be treated fairly and a positive behavior must be kept towards
them.
3. Workers must not be over-compensated because it sprouts a feeling of guilt and
discomfort.
4. Employees must be free in decision making because it will help them select the
work according to their skills and abilities (Dugguh & Dennis, 2014).
Vroom theory of job satisfaction also consists of the following three variables. This
is also known as Vroom‘s formula for job satisfaction.
1. Expectancy: This variable defines both the employees and the organization‘s
expectations of how successfully and with what ability work is done.
2. Instrumentality: This variable defines the employees‘ hopes and perceptions of
how and to what degree the organization is compensating him/her for their
performance.
3. Valence: This variable defines the worth and value of the rewards for employees.
The above-mentioned variables of the Vroom‘s formula possess both positive
and negative values. In case one of the above factors is minimized, it will lead to dis-
satisfaction but if all of the above-mentioned factors are met with due care, it will lead
to the utmost satisfaction and motivation on the part of the employee (Lunenburg &
Ornstein, 2012; Suciu, Mortan, & LAZĂR, 2013).
The foundation of the Self-efficacy theory is based on Albert Bandura. This theory
is also known as social cognitive theory. There are three main domains of self-efficacy
theory namely magnitude, strength, and generality. The magnitude states to the difficulty
level that an individual believes that he can achieve. Strength is associated with a magnitude
that may be strong or weak. The generality means the degree of expectation which is
generalized to the whole situation (Dugguh & Dennis, 2014). There are different levels of
self-efficacy beliefs of employees in the organization which influence their satisfaction as
well as their performance. Because usually, people try to do those tasks which they believe
that they can be able to achieve successfully. So, self-efficacy also affects the employee's
learning and motivation level (Lunenburg & Ornstein, 2012).
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2.5 Beneficial aspects of job satisfaction
For any employee or worker, the job is the basic source of their earning and getting
a contended and secure life. Therefore the managers need to go through the studies of job
satisfaction to overcome and minimize the problems related to their employees and to
take favorable steps with proper planning for the future of their organizations. (Söderlund,
2017).
Various researchers studied attitude and proposed that it is a factor of gaining the
know-how of employee‘s satisfaction in an organization. It helps us comprehend those
areas which are related to employee satisfaction and dissatisfaction, meanwhile the ratio of
those who are satisfied and a count of those who are unsatisfied and the hidden reasons
behind their satisfaction level. Such types of surveys are essential and beneficial along
with proper training for the employees. It also assists in gaining feedback about their
supervision and planning future programs accordingly. It can help to bring about positive
changes in an organization which is important for both the employees and the organization
(Aziz, 2013).
Researchers also studied job satisfaction in terms of an individual‘s mental and
physical health. They proposed that workers spend their lives striving on a job to get more
and live a contented life so it is very essential to take positive steps for providing them
what they hope and work for and to provide them with utmost satisfaction by proper
planning and keeping in view their needs or lacks (Söderlund, 2017). There are four major
reasons for job satisfaction to be brought into consideration by planners, managers, and
supervisors. These are as follows:
a) Job quitting or skipping and absenteeism is the major reason for job dissatisfaction
b) Unsatisfied workers are more prone to show negative behavior
c) Better health shows their satisfaction level as well
d) The outside life of an employee also defines job satisfaction or dissatisfaction
(Aziz, 2013).
Dormann and Zaqf proposed two major reasons for studying job satisfaction
in 2001. First, are the factors essential for satisfaction? e.g. working environment,
communication, variety in work, and responsibilities. Secondly, the output linked to the
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input they have provided e.g. inefficiency, unproductive behavior, absenteeism, and weak
leadership (Guglielmi, Bruni, Simbula, Fraccaroli, & Depolo, 2016).
Rocca and Kostanski enumerated adventure, reward system, working conditions,
and assisting coworkers as the factors linking with job satisfaction. Tye and O‘Brien
studied the profession of teaching and concluded that the major dissatisfaction among
them was low salary and their recognition in the society. That was the major reason why
the genius and bright student went for other professions and not teaching. Bavendam also
added to the aforementioned research study and formulated that teachers' performance
and commitment are directly proportional to their job satisfaction and so the students'
accomplishment and class environment vice versa (Aziz, 2013).
There are three reasons for satisfaction. The very first reason is related to the self-
respect of the employees and honoring the values. Fair treatment is also linked to it. The
second reason is related to the utilitarian aspect. It is based upon positive and negative
behavior which tells about the level of satisfaction or dissatisfaction. The third reason
behind the level of satisfaction or dissatisfaction of an employee is organizational operation.
In a nutshell, assessment of the job satisfaction of an employee can better conclude the
major factors affecting the level or the loopholes where improvement is needed (Appelbaum
et al., 2013).
2.6 Sources of job satisfaction
Following are some sources of job satisfaction:-
a. Challenging tasks: Employees are more satisfied when they confront mentally
challenging tasks. It provides them the chance to utilize their skills and enhance
their abilities. It also helps them modify their personalities. Meanwhile, they are
always in constant need of feedback and appreciation.
b. Impartial and indifferent reward system: Employees always expect their parent
organizations to enhance their promotion policies and to offer them with good
compensation along with impartial rewards. This factor is also subject to individual
differences. Some employees are more satisfied with less workload while others
prefer a good working environment. Some others expect promotions to increase
their social status.
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c. Working environment: Physical and mental comfort is very essential and
productive for work. If the employees are satisfied with the environment i.e.
cooperation, support, suitable lightning and temperature, less noise, less distance
from home, clean and clear area, presence of modern facilities and luxuries, etc.
they show more contentment.
d. Cooperative interactions: Employees prefer cooperative interactions with their
co-workers as well as their managers. Fair treatment, appreciation, and supportive
behavior lead to job satisfaction and the workers become even more productive
(Aziz, 2013).
According to Etuk and Alobo (2014) some of the major causes of job dis-
satisfaction are as follows:
a. Quitting: Sometimes dissatisfaction leads to job quitting and searching for a new
job, new organization, and new position.
b. Voicing: By expressing and discussing the factors of dissatisfaction and major
problems in social groups to make the organization modify its condition and
environment. It can also be done in certain activists‘ campaigns.
c. Waiting: To wait and watch passively and hope for the best to come. It‘s a move
of utmost trust and faith in an organization.
d. Zero enthusiasm: Neglecting the conditions and let them mar even more by
staying constantly absent or late from the job and committing more errors with
low efforts.
These are only some causes, there are a lot more varying from person to person
and situation to situation.
Cooper, Heinsen, and Diacin (2018) are of the view that if an individual is feeling
bad about his job, it simply points out towards his dissatisfaction so it is essential to
comprehend individual differences. Some major aspects of job dissatisfaction are as
follows:
1. Temperament: There are two reasons for personal disposition or temperament:
a. Pessimism: level of satisfaction and hope is low and feelings are less
b. Self-evaluation: Views and opinions of individuals about themselves
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2. Roles and responsibilities: Physical strains with complex degrees
a. Ambiguous role
b. Conflict in role
c. Overloaded role
3. Appreciation and attention: When supervisors pay less appreciation and zero
attention towards the opinions and views of the employees, it leads to dis-
satisfaction.
There are innumerous studies regarding the factors and causes of job dissatisfaction.
Talukder, Talukder, and Alam (2014) mentioned some major indicators which lead to job
dissatisfaction i.e. salary, weak administration, and a strict social environment. Managerial
incompetence and low compensation are the major causes associated with job dissatisfaction.
Rajbhandari (2016) stressed Hertzberg‘s hygiene factor and added that factors like salary,
working environment, policies, security, supervision, and social environment result in job
dissatisfaction. Parveen, Sahito, Gopang, and Khamboh (2015) designed research in
Pakistan at five (5) Tehsils of District Hyderabad (Sindh) and studied the school teachers.
According to this study, it came under consideration that the teachers were dissatisfied
with four aspects of the job, namely; Working environment, education policies, social
status, and salary. Chaulagain and Khadka (2012) researched factors influencing job
satisfaction and concluded that most of the employees were dissatisfied with the fact
that organizations provide them with no opportunities for decision making which leads
to dissatisfaction.
2.7 Scales of measuring job satisfaction
In the last few decades, researchers studied the factor of job satisfaction and
formulated their views accordingly. But recently some variation has brought into this
field of research by some well-known names i.e. Spector in 1985, Bas and Ardic in 2002
with their Scale of Job Satisfaction (SJS), and Ghazi in 2004 with Minnesota Satisfaction
Questionnaire (MSQ) (Mushtaq, 2017).
Various research studies have been conducted on the job satisfaction of employees
in different organizations. Field initiated a study in 2002 about job satisfaction and
conducted some surveys, based upon 36 statements, containing nine different aspects and
areas; which were proposed by Spector. The areas of the survey were supervision,
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compensation, promotions, awards, benefits and profits, working environment, operational
policies, and social interaction among fellow workers. This survey was used by many
researchers in the fields of public services and organizations. Lock and Dunnette in
1976 classified job satisfaction in two parts i.e. intrinsic and extrinsic drives
(Nanjundeswaraswamy, 2019). Weiss, Dawis, and England developed a job satisfaction
questionnaire having twenty (20) dimensions. These dimensions include
accomplishments, morals, recognition, security, companions, organizational policies,
utilization of abilities, working environment, social status, responsibility, and
supervision. Most of the researchers in this field made use of two types of rating scales
i.e. Single item scale and general satisfaction scale. Robbins in 2009 designed a single-
item scale with five options for every single item as to choose from 1 to 5 i.e. ―very
satisfied‖ to ―very dissatisfied‖. On the contrary, to measure the overall satisfaction of
employees, the general satisfaction scale can be used. This scale is designed with only
three options i.e. ―Y‖ for yes, ―N‖ for no, and ―U‖ for uncertain (Özpehlivan & Acar,
2015).
Smith, Kendall, and Hulin (1969) used the job descriptive index (JDI) for
measuring job satisfaction which is composed of 90 items consisting of five areas of
job i.e. supervision, advancement, salary, job situation, and coworkers. They changed and
replaced the ―Y‖ of Yes with ―+1‖, ―N‖ of no with ―-1‖ and ―U‖ of uncertain with ―0‖.
Green in 2000 termed it to be the most widely used technique of work adjustment and
job satisfaction. It consisted of 100 items covering the twenty areas of job and can be used
both for male and female groups of workers. It offers guidelines for self-administration
and unlimited time yet one can complete it within 15-20 minutes. The 20 areas of MSQ
are as follows:
1. Ability utilization: Opportunities provided for functioning of the skills and abilities
2. Achievement: Accomplishing the goals and aims during a job
3. Activity: To stay working all the time-wasting none of it
4. Advancement: Opportunities for promotion
5. Authority: Freedom of decision making
6. Education policies: implementation of various policies accordingly
7. Compensation: Salary is directly proportional to the workload
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8. Coworkers: Interaction with colleagues
9. Creativity: Opportunities provided for bringing and testing innovation
10. Independence: To work alone if needed
11. Moral values: Satisfaction of consciousness is mandatory
12. Recognition: Appreciation of the employees whenever needed
13. Responsibility: Show judgmental behavior
14. Security: To provide security for future and safety of the job for a longer period
of time
15. Social services: Assisting others in hour of need
16. Social status: Respecting and regarding the community
17. Supervision: Supervising in a way to create a better environment and favorable
relations among the supervisor and the employees
18. Technical supervision: Supervise the technicalities and fulfill the technical needs
19. Variety: Bringing variation in tasks to enhance motivation and interest
20. Working conditions: Favorable physical aspects e.g. surrounding, light, air,
temperature (Nanjundeswaraswamy, 2019).
2.8 Performance
The term performance refers to the act of performing an activity by the individual
in a specific time or completing or achieving something and more specifically performing
of duty to achieve the specific target (Fogaça, Rego, Melo, Armond, & Coelho Jr, 2018).
Job performance is an individual‘s behavior towards work and a function of what an
individual knows or able to do a task and what the individual believes. Such believes are
related to the individual‘s knowledge, skills, and attitude. It is difficult for an individual to
perform a task without Knowledge, skills, and attitude. The performance of an individual
depends upon how much he or she has the knowledge, competency, and attitude toward
work (Ramawickrama, Opatha, & PushpaKumari, 2017). An individual‘s job performance
is a degree to which the responsibilities are completed in a certain environment. Two
significant criteria for estimating performance are the amount of work and the nature of
work (Opatha, 2015).
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According to Li and Mahadevan (2017) and Nigar (2017) the interaction between
knowledge, skills, attitude, and environment influences the teaching-learning process.
Knowledge, skills, and attitude are associated with the cognitive part of an individual
whereas the environment is a physical aspect and internal aspect in which an individual
works. So, both internal and external aspects of an individual influence job performance.
2.9 Indicators of job performance
Job performance refers to the action of an individual to execute a particular task
in order to attain the objectives (R.W Griffin, 2012). Employees working in any
organization perform specific tasks or duties in the working environment to achieve the
predetermined organizational objectives. The teacher plays a dynamic role in the
teaching-learning process in a school. S/he performs duties in a school environment
to deliver his/her responsibilities effectively to accomplish the school objectives. The
following are the indicators of teachers' job performance which are described in the
National Professional Standard for Teachers (NPST) in Pakistan in 2011 (Q. Kalsoom
& Qureshi, 2019).
2.9.1 Subject matter knowledge
Teacher Subject Matter Knowledge is one of the essential and important
competencies, teachers cognitive skills and performance determined their competency
to involve students in the teaching-learning process by different intellectual activities.
Subject Matter knowledge is knowledge and understanding level that the teacher has
about the particular subject that he or she teaches in the class (Kiamba, Mutua, & Mulwa,
2017). The evidence in empirical studies depicts that students bring expectations in the
classroom which are influenced by the teachers‘ subject matter knowledge. Student's
understanding level is high when taught by those teachers who are more experienced and
qualified in subject matter knowledge than less experienced. Teachers who have command
over subject knowledge are distinguished from other teachers. There is a high demand for
teachers in Pakistan who have command over the subject knowledge. Command over
subject matter knowledge requires a great deal of particular content, facts and ideas, build
association among different discipline or content and understand the new approaches and
trends introduced in the subject (Nawaz, Atta, & Khattak, 2016).
a. The content of a subject refers to the concepts, facts and figures, rules, and laws
that have been collected from centuries through inquiry and observations. Content
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includes detail of information about the specific concepts or ideas and their change
over the period of time. It also encompasses the detail of different events and
the development of new events in history subjects. It contains the amount of
information about a particular subject like science, history, geography, mathematics,
and arts, etc. in achieving particular skills. The content is presented in a systematic
manner that is imparted to those who want to learn (Nawaz et al., 2016).
b. The second important aspect of subject matter knowledge is to understand the
organization and structure of the content. Organization and structure of content
refer to association among the concepts, ideas, and facts that students have
developed in a particular subject. Such concepts are highly essential through the
pattern of association and a teacher must understand their relationship. Because
such ideas and concepts are inter-related and these patterns of relationship develop
a body of knowledge.
c. The inquiry techniques contained many assumptions, rules of proof, or kinds of
arguments that are utilized by those who add to the development of the subject.
Some of the rules are tacit in which information is collected from personal
experience and perspective. Such information on someone‘s experience and
observation developed in a form of tacit knowledge. Another part of knowledge
includes explicit; which is codified, articulated, stored, and accessed. Such
knowledge is easily transmitted to students. Knowledge which is part of the practice
and comes through incidental activities may be called implicit knowledge.
Therefore, teachers should have command over all types of knowledge which is
included in the content of a subject (Kiamba et al., 2017).
All these three elements include the content of subject, organization, and structure
of content, and the inquiry method used within the subject could be interpreted as the
central elements of subject matter knowledge. So, one who is aware of all the three
components of subject matter knowledge and use in his teaching-learning process has a
significant impact on the students‘ understanding level (Nigar, 2017).
The greater challenge in the teaching-learning process is the attempt to assess the
causal effect of teacher subject matter knowledge on the students‘ academic performance.
For example, the parent seeking their children to those schools where highly qualified,
more experienced, and competent teachers are performing duty (Jadama, 2014). Therefore,
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teachers play an important and critical role in the teaching-learning process. One of the
prime responsibilities of a teacher is to impart knowledge in a way that students easily
understand. Specifically, the teaching-learning process revolves around teachers. So, the
teacher must be skillful. Subject matter knowledge is one of the basic competencies which
is mentioned in the documents of National Professional Standards (NPS) and Competency-
Based Teacher Education (CBTE) (Nawaz et al., 2016).
There are four broad types of skills that distinguish an effective teacher from
another which contains pedagogical skill, command over content skill, pedagogical content
skill, and knowledge about curriculum (Balovich, 2017; Kiamba et al., 2017). Pedagogical
skills are acquired through pre-service training, in-service training, and trial and error
practices in daily classroom activities (Iserbyt, Ward, & Li, 2017). Content knowledge is
generally acquired through college and University education and further enhance
classroom teaching practices. Pedagogical content skills refer that content knowledge is
applied in classroom teaching and obtained through classroom teaching practices or
workshop and training programs. In other words, Pedagogical content skills refer to the
relationship between content knowledge and application content knowledge in classroom
teaching (Sinelnikov, Kim, Ward, Curtner-Smith, & Li, 2016). One of the most important
questions arises that what skill is important. The answer is pedagogical content skill is
important to link with effective teaching which influences on the ability of teachers
(Ward, Kim, Ko & Li, 2015). Therefore, the teacher should demonstrate his subject
matter before the learner shows to learn the concepts (Herold & Waring, 2017).
2.9.2 Instructional planning and management
Learning is a fundamental part of the educational process given by schools to
students. Academic activities attempted by teachers might be initiated on specific standards.
Before educator executes instructional activities, they needed to get ready everything
required at the hour of instructing in the class, with the goal that learning activities can be
directed appropriately and accomplish the ideal learning outcomes. Effective learning
develops skills among students as per the formulation of learning results that have been
already framed. While applying the learning activities, the focus of the teacher may be
on the audiovisual aids learning materials and learning techniques that are going to be
utilized in the classroom (Gunawan, 2017). Instructional management is an activity to
design teaching and learning programs, portray teaching and learning processes, and
evaluate learning outcomes and managing the classroom activities (Danarwati & SE,
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2013). Instructional management is the way toward enabling learning resources to
accomplish academic goals. Effective instructional management is the application of the
management abilities on learning components, particularly, teachers, students, learning
outcomes, materials, teaching methods, and assessment (Rahayu, 2015). Teachers involved
in planning the instructional activities should focus on the arrangement and organization
of materials, audio-visual aids, and teaching methods to accomplish desired learning
outcomes. The core element of the teaching is based on strategies that teachers use to
manage the class so that the teaching-learning process may effectively be implemented
(Danarwati & SE, 2013). Instructional management is a chain of actions which include
(1) instructional arrangements such as syllabus, lesson plan, and teaching materials; (2)
Teaching methods and (3) evaluation and assessment (Widodo, 2016). Instructional
management incorporates control student behavior, sitting arrangement, content
management, and the guideline for students of mischievous activities (Sass, Lopes,
Oliveira, & Martin, 2016). The prime objective of the instructional organization had
been made to support student involvement in informal gatherings (Gašević, Mirriahi,
Dawson, & Joksimović, 2017).
Atta (2012) elaborates that planning is the core element in effective teaching. A
teacher should plan well before going to teach in the class. Basically, planning is an
intellectual activity and is part of the decision-making process. So, a teacher considers
the following questions before teaching in the classroom:
a. What lessons should be taught in the classroom?
b. What are the ideal learning outcomes?
c. What teaching-learning material will be required in the classroom?
d. What is the most ideal approach to present the subject in the class?
e. What is the most suitable instructional strategy for the recommended learning in
the classroom?
f. In what manner the teacher should end the lesson in the class?
g. In what manner should the understudies be assessed?
A careful assessment of the planning process requires effective instructional
management. In particular, you should have the ability to:
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a. Have precise observation.
b. Write targets.
c. Choose instructional material.
d. Plan suitable psychological sets (set enlistment).
e. Select the proper teaching method.
f. Plan proper endings.
g. Decide and create proper assessment (Nigar, 2017).
There is a need to create and refine pre-instructional skills to execute effective
instructional management. The desired objective will be achieved if effective planning is
executed. Once the teacher planned a lesson, he or she must implement it. Implementation
of a successful lesson maximizes the understanding level and achieves required class-
room learning outcomes. The difficult tasks can be easily done if teachers plan it before
execution (Freiberg, 2013; Nigar, 2017).
According to Atta (2012) teacher plays a significant role in the teaching-learning
process that he interprets difficult into easy and dream into reality in every society. Any
idea, concepts, or content can be easily transmitted with the appropriate teaching strategy.
All educationists have agreed on the point that an effective teacher properly communicates
knowledge to the learners through suitable teaching methods and techniques. Teacher and
student interaction influences the overall personality of the students. The psychological
and socially sound methods used in the class may improve the life quality of an individual.
So, proper and comprehensible teaching method accomplishes all the instructional
objectives like cognitive, affective, and psychomotor. More specifically, well-trained
teachers employ a verity of teaching methods in order to accomplish desired instructional
objectives.
Saifi, Hussain, Salamat, and Bakht (2018) elucidate that the teachers who have
command on the subject matter can set the goals for themselves and also for their students
as compared to those teachers who are incompetent in their academic matters. Therefore,
it is not possible that only planning overcome the subject matter knowledge of the teacher
in a specific field and it is impractical to think that teachers can effectively transmit
knowledge without planning for achieving desired goals. Such objectives must be further
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interpreted in proper learning outcomes and planning must be flexible based on those
learning outcomes.
Time management is another important aspect of instructional planning and
management. Teachers can achieve this objective at the beginning of the year by
establishing expectations and developing syllabus breakdowns. So, students can know
on the first day about the teachers‘ expectations and instructional and academic objectives.
Teachers should monitor and assess the work of their students and also may provide
feedback to every student. Saifi et al. (2018) elaborate that academic planning needs a
description of teaching-learning methods that teachers will employ while teaching a
lesson. More specifically, the prime element of the teaching-learning process is teaching
strategies that the teacher uses in the class. For this purpose, the lesson plan plays an
important role which is designed in a way that assesses the success of the teaching strategy.
2.9.3 Assessment
Assessment is considered as one of the most important parts of the teaching-
learning process. Literature shows that assessment has a significant effect on the teaching
of a teacher and the learning of the students. It is a substantial part of learning which
indicates the understanding level of the students in the class. Assessment is essential to
teaching-learning activities in school. It can be characterized as all efforts of teachers
and students to acquire information that can be used to change teaching and learning.
This incorporates teacher observation and assessment of student work (schoolwork, tests,
articles, reports, practical and classroom conversation) (Amua-Sekyi, 2016). It may also
be kept in mind that assessment is a continuous procedure as it is carried out persistently
in different types; it helps the teacher to know about student abilities (Abosalem, 2016).
Moyosore (2015) and Amua-Sekyi (2016) characterized assessment as the
utilization of different methods to gather data about student academic performance.
Usually, there are two kinds of assessments (formative and summative). The formative
assessment is considered as the assessment of students‘ learning in which the emphasis
is on student progress throughout the year or semester. The formative assessment gives
prompt feedback to both teacher and the student about the learning procedure. According
to Christiana et al. (2015) the prime need for effective formative assessment contain the
use of quality of assessment tools and using information gathered from such tools in
order to enhance the teaching-learning process. Ajogbeje, Ojo, and Ojo (2013) focus that
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implementation of formative assessment in classroom teaching encompasses breaking
down the content of subject or course into smaller parts for easy instructions, specifying
learning outcomes, specifying diagnostic assessment where students need remediation
and implementation of summative assessment at the end of the lesson by using different
assessment tools. Ojugo et al. (2013) elaborate that successful assessment is possible when
content is breaking down into small units. Furthermore, teacher conduct test on regular
basis enabling the student to engage in teaching learning process and it positively influence
their performance.
Assessment is characterized as a procedure utilized by teachers and students during
classroom teaching that gives feedback to alter continuous teaching-learning in order to
improve desired instructional objectives. It is a planned procedure wherein students‘
performances are measured by using different assessment tools and using such tools
enhance the overall performance of the students. Assessment for learning is expected to
help students to learn during the teaching-learning process. Efforts are made to minimize
the gap between students' present status and their proposed learning objectives (Aslam,
2015).
Assessment for learning is mostly compared with summative evaluation, but
actually, these are different from each other because summative learning is commonly
associated with summarizing or outlining the achievement status of learners and revealing
students‘ status after the completion of a course for purposes of certification. It is
additionally revealed that summative evaluation is naturally passive and does not have
an influence on learning but it impacts the decision which may have reflective academic
and individual personal consequences (Umar & Majeed, 2018).
Ojugo et al. (2013) expressed that the consequences of assessment are fruitful in
the perspective of assessing the effectiveness of the quality of the teaching and learning
process. It is important to know the difference between the terms 'evaluation' and
'assessment' which can have fundamentally different implications in training and
educational settings from the importance of the words. The word assessment means the
procedures and tools that are intended to measure students' performance while the
summative assessment refers to the evaluation of students‘ learning at the end of the year
or semester.
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Assessment techniques can have a wide range of structures. The most widely
recognized general methodology is using some type of written response, for example,
the 'paper-pencil' approach. This approach involves conventional assessment strategies
like essay type questions, long and short type of questions, and multiple-choice questions.
Problem-solving questions are also included in the assessment of science subjects in order
to assess the cognitive assessment of the students. There are different practical tests
used to assess the psychomotor objectives which include project assessment, laboratory
work, speed test, and other skills related tests (Atta, 2012).
Many assessment techniques are used to assess the performance of learners.
Moyosore (2015) elaborates that place assessment is conducted to assess the prior
knowledge of the students before classroom teaching. Through this strategy, the teacher
knows the previous knowledge of the students about the particular topic. This approach
may also be called a pre-assessment strategy because this approach is often designed to
assess the competency level of learners in the specific subjects so that teacher establishes
the instructional procedure. Placement assessment also provides information about the
students‘ competency about the particular lesson and such information is used for the
remediation of students learning problems.
Nigar (2017) clarifies that formative assessment is completed during the teaching
procedure to assist teachers and learners on how well students are learning the material
being instructed. It helps the teacher to change his method according to the situation.
Moreover, teachers sometimes use diagnostic assessments to assess the learning difficulties
while the teaching-learning process. Once learning problems and difficulties are noted,
remedial work is planned by the teachers in order to bring slow learners up the level of
high learners. Some students need special attention on the basis of information provided
after the assessment. Therefore, the teacher provides special assistance to provide a quick
remedy.
According to Amua-Sekyi (2016) the main purpose of the summative assessment
is to measure the students‘ academic achievement for grading purposes. The grading
system is used to pass or fail the students and also based on the accumulative behavior
of students, knowledge, and competencies. The student progress is sum up on the basis
of information provided in the summative assessment. Summative assessment is mostly
based on cognitive knowledge and written tests in particular areas. Such assessment is
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conducted at the end of the lesson or chapter, project completion in the form of achievement
tests.
2.9.4 Communication
Communication is the process of conveying one‘s ideas and thoughts to other
people. There are two kinds of communication verbal and nonverbal, both of the types
are essential to convey one‘s thoughts to others. The relationship between teachers and
students mostly depends upon communication whether it is verbal or nonverbal. The
importance of communication is like blood in the human body. Successful correspondence
assumes a significant job in character building and improving the standard of understudy's
learning. Aptitudes and communication methods of the teacher improve the capacity of
the students in the field of education. Teacher‘s Love, friendliness, honesty, commitment,
obligation, and devotion may bring success and love which is necessary for students
learning (Asrar, Tariq, & Rashid, 2018).
In communication, information is encoded and decoded by the sender and receiver
respectively. In the communication process, the idea thought, concept, and information are
encoded by the sender and then transmitted to the receiver by using some channels like
telephone, letter and social media, etc. The transmitted information is being decoded by the
receiver. After decoding the information, the receiver sends back the feedback (Olusegun,
2012). Communication is the procedure of transmitting and receiving concepts and feelings
verbally or non-verbally to generate a favorable response. Communication refers to a
process in which an individual or group share information with another individual or group
so that both groups understand each other (Oyetunde & Moruf, 2012)
Communication is one of the vital skills which refer to the verbal and non-verbal
transmission from one person to another or one group to another. Communication skills
are required in every field for individual success. Effective communication includes the
most accurate sending and receiving messages with a high understanding of both parties
(sender and receiver) and then suitable action is taken upon the completion of message
change (Villa, Gonçalves, & Odong, 2017). For an effective teaching-learning process,
communication plays a significant role. Therefore, the teacher‘s thoughts and content
are first written and then presented to the students by using verbal and non-verbal means.
Nowadays, schools are looking for approaches to expand productivity while keeping up
their educational activities. Both skills and achievement in schools are related to various
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factors, one of them is viewed as communication in schools and which plays a key role in
accomplishing the educational objectives (Han, 2016).
Active communication is essential in teaching-learning. Viable communication
is required to ensure the achievement of students, regardless of whether a teacher is
teaching an associate, a student, or parents. In spite of the fact that there might be consistent
correspondence between the teacher and student, communication does not generally
happen. When the teacher and student communication is powerful then the performance
of the students will increase and it will increase learning. Communication makes the
teacher-student relationship stronger and makes a positive learning environment which
is beneficial for making the learning process easier (Diloyan, 2017).
To develop a good learning climate, communication assumes a significant work
in creating an association between teachers and students. Many researches demonstrate
that students ‗behavior and their academic achievement are highly influenced by the
nature of the teachers' and students‘ relationships. The non-verbal and verbal methods
of communication of the teacher are reflected in the learners‘ behaviors, education, and
morals. It is often observed that students are not exactly comfortable before their teachers.
Then, non-verbal communication from the teachers influences the students' behavior
which inevitably results in sadness. Communication doesn't simply occur between two
people, it is a steady process that happens persistently (Asrar et al., 2018). Teachers‘
communication skills have a significant impact on students‘ academic achievement and
simultaneously assume a critical job in the educational success of the students (Atta,
2012). As mentioned earlier that there are many communication activities taking place
in the school environment. School heads write letters and memoranda while employees
are talking among each other in meetings, seminars, and many other communication
activities. Students and teachers exchange information in the classroom and during
different other activities in which information and opinion are exchanged with each other.
Communication is considered as the backbone of every school or organization, which is
a procedure that connects the individual, group, and organization (Keyton, 2010). The
communication contains a crucial role in the organization because the extensiveness,
structure, organizational climate, and scope of the organization are determined by active
communication. In other words, communication is called the essence of the organization
(Canary & McPhee, 2010).
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2.10 Theoretical framework
The theoretical framework provides various benefits to a research study. It offers the
overall structure that presents how a scholar elaborates his/her research methodologically,
analytically, and philosophically (Osanloo & Grant, 2016). According to Ravitch and Carl
(2019), a theoretical framework helps scholars contextualizing different theories into their
studies as a guide. Imenda (2014) hypothesized that research without a theoretical
framework leads to a deficiency of appropriate literature and inappropriate discussion
drawn from the result of the study.
The current study follows Herzberg‘s two-factor theory. This theory was concerned
with factors affecting job satisfaction. If the staff members are happy with their job then
such kinds of feelings have positive effects on employee performance. These factors are
associated with job content. More specifically, job content factors are related to the working
environment of the organization. Such factors are called hygiene factors that remove
dissatisfaction; they include salary, organizational climate, communication structure,
interpersonal relationship, rules and regulations, conflict management, and supervision.
The other factors are called motivating factors that enhance the satisfaction level of the
individuals' such as reward system, type of work, career development, and respect (Ghosh
& Joshi, 2016). High satisfaction is occurring among the employees if the dissatisfaction
is removed by applying hygiene factors and applying motivating factors by the manager in
the organization. The following theoretical model is developed from the above discussion.
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Figure 2.3: Theoretical framework
2.11 Influence of organizational climate on job satisfaction and job performance
(empirical studies)
A considerable amount of studies have explored the relationship between
organizational climate and job satisfaction. Vijayalakshmi, Monica, and Sivakumar (2017)
conducted a study regarding the impact of OC on JS in a recruitment firm in Chenai, India.
The survey method was employed for data collection. The results of the study indicate that
the satisfaction level of employees becomes high when positive OC is established in the
firm. They also found a significant difference in employees‘ views regarding OC and JS.
Jyoti (2013) found in her study that climate has significant importance in the
organization to enhance the level of employees‘ satisfaction. For this purpose, the
administration of institutions may produce a positive climate in the organization in which
strong communication structure, compensation system, strong interpersonal relationship,
and proper supervision may be established. Resultantly, employees will be motivated
towards work and will feel satisfied with their job.
Okoli (2018) investigated the association between organizational climate and job
satisfaction among faculty members working in higher education institutions. The study
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shows a strong and positive association between OC and JS. Additionally, different
dimensions of organizational climate play a significant role to enhance the level of
satisfaction of employees towards the teaching profession.
Hashemi and Sadeqi (2016) conducted a case study of the public sector department
in Divandarreh regarding the association between organizational climate and job satisfaction.
The findings of the study indicate that organizational climate is a key and leading factor
which determines the job satisfaction of the employees working in government sectors. Fair
job promotion structure, mutual respect, strong communication structure and compensation,
and recognition increase the job satisfaction of employees. Moreover, the level of
employee satisfaction reflects the climate which is established in the organization. The
study recommended that managers should develop strategies to establish a healthy and
positive organizational climate to increase job satisfaction such as social protection and
job structure.
Shahram, Hamid, and Rahim (2013) examined the association of organizational
climate and job satisfaction among teachers. The result shows that a better organizational
situation increases the satisfaction level of high school teachers. Positive organizational
climate leads towards a high satisfaction level among teachers.
The relationship between organizational climate and employee job performance
is viewed and examined for the last five decades. Therefore, there is a considerable amount
of research that has been conducted in order to examine the association between OC and
JP.
The study conducted by Li and Mahadevan (2017) to explore the effect of
organizational climate on job Performance in Malaysia revealed that the climate has a
significant impact on job performance. The study explored that every organization has its
unique climate which influences the employees‘ performance. Furthermore, the different
dimensions of organizational climate like salary, recognition, communication, manager
supervision, and mutual respect improve the performance of the staff.
Selamat et al. (2013) conducted a study to find out the impact of OC on JP. The
study revealed that OC is found to be a key factor that significantly affects the teacher‘s
performance. A healthy climate plays a crucial role in creating a positive attitude in the
teachers towards the teaching profession. The study also found that different dimension
of OC has a significant effect on the teachers‘ performance.
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2.12 Demographic variable attributes
In any social research study, Demographic Variables (DV) are associated with
individual personal features that define the person‘s profile (Hussain, Khan, & Bakhsh,
2016). There are different demographic variables such as gender, qualification, and
experiences which are used in the study. Furthermore, various empirical studies provide
information regarding such demographic variables related to the independent and dependent
variables of the current study. Employees having different personal characteristics perform
their job. The researcher highlighted prominent demographic variables in the study which
has a key role in Government Higher Secondary Schools and certain demographic variables
affect the responses of individuals regarding the study variables.
2.13 List of working concepts
Table 2.1: List of variables
S.# Variables Definition
Research Variables
1 Organizational
Climate
Organizational climate is a physiological construct that refers
to the views of the employees which have been developed among
them towards the climate of the organization where they are
working
2 Job Satisfaction Job satisfaction is a condition of positive and enjoyable feelings
and a universal phenomenon about the dimension and various
areas of job
3 Job Performance This refers that how an individual performs his task to achieve
the organizational objectives.
Demographic variables
1 Gender The social and cultural state of being male and female.
2 Age The span of years that a person lives.
3 Experience The duration of service starts from the date of appointment
and ends at retirement.
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2.14 Conceptual framework of the study
The conceptual framework refers to a link between the concepts, variables,
empirical studies, and essential theories used in systemizing the knowledge adopted by
a researcher. A conceptual framework is the research elaboration about the study that
how research problems would be explored (Adom, Hussein, & Agyem, 2018).
Statistically speaking, the conceptual framework explains the relationship between
study variables in a logical manner. It is organized in a logical way to provide a visual
display that how variables are connected to each other. The conceptual framework of
the present study aimed to connect the research variables in light of previous empirical
studies. According to Selamat et al. (2013), organizational climate predicts the teachers‘
job performance. BALYER and ÖZCAN (2017) depicted that Organizational climate
has a positive influence on job performance. Raja, Madhavi, and Sankar (2019) found
that there is a positive relationship between the different dimensions of organizational
climate and teacher's job performance. Vijayalakshmi et al. (2017) depict that
organizational climate has a significant impact on the job satisfaction of the employees.
Mebrate and Lemma (2017) found a difference in the opinion regarding organizational
climate across gender, qualification, age, and experience. Atta (2012) found a difference
in the performance of teachers across different demographic variables like gender, locality,
qualification, and experience. In light of the above empirical evidence, the following
conceptual framework is developed.
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Figure 2.4: Conceptual framework
The figure 2.4 indicates the conceptual framework of the study. In the above
conceptual framework, hypothesis H01 and H02 show the association between OC and JS,
OC, and JP respectively. The Hypotheses H03-06 illustrates the association between OC and
JS, OC, and JP across gender. The Hypotheses H07-08 pictures the effect upon different
dimensions of OC on JS and JP respectively. The Hypotheses H9,12,15 reveal the Mean
difference in perceptions of IPEs regarding OC while H10,11,13,14,16,17 show the Mean
difference in perceptions of IPEs regarding JP and JS across different demographic
attributes.
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2.17 Summary
Organizational climate plays a key role in the organization because it reflects the
culture of society, establishes norms and values, and determines different characteristics
like participation, reward structure, communication channels, conflict management, and
mutual respect. Therefore, organizational climate influences everything which exists in the
organization. Similarly, if employees in the organization are satisfied then the organization
achieves maximum results. Furthermore, satisfy employees perform better as compared
to an unsatisfied worker. The empirical evidence depicts that organizational climate
influences both job satisfaction and job performance. A positive organizational climate
enhances the satisfaction level and increases the job performance of the employees.
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Chapter 3: Materials and Methods
This chapter deals with the methodological procedure of the current research
that includes research philosophy, research design, targeted population, sampling,
instrumentation, pilot study, data collection, and data analysis. Detail explanation of each
section is given below in the chapter.
3.1 Philosophical approach of the study
The term research philosophy refers to an arrangement of views and presumptions
about the expansion of knowledge (Bryman, 2016; M. N. Saunders, Lewis, Thornhill, &
Bristow, 2015). First, philosophy is considered when designing research. Philosophy is
associated with views about how the world works and, as an academic subject focuses
on reality, knowledge, and existence. Research philosophy helps a researcher to
develop a strategy and methodology employed in examining a specific phenomenon
(Flick, 2011). Research Philosophy is a conviction regarding how data is collected,
analyzed, and then interpreted about some particular phenomenon (Žukauskas,
Vveinhardt, & Andriukaitienė, 2018). All research studies are based on some
philosophical perspectives. In social research, there are three philosophical perspectives
i.e. Positivism, Pragmatism, and Interpretivism. The selection of a philosophical
approach is based on practical implementation. The main difference between
Positivism and interpretivism is quantitative and qualitative research methods. Research
philosophy helps the researcher to develop the research design and whole
methodological procedure (M. Saunders, Lewis, & Thornhill, 2009).
The majority of researchers plan their study in connection to an inquiry that should
be responded to or a problem that should be resolved. At that point, the researchers consider
what information they need and the procedures they use to gather that information. The
researcher has to decide whether he should use a questionnaire or interview. How the
researcher gathers information belongs to the center of the research ‗onion‘, the diagram
we use to portray the issues underlying the choice of the data collection process and
analysis procedures in Figure 3.1. In order to reach the center of the onion, you have to
explain why you made the choice so that your research should be taken seriously. There
are significant external layers of the onion that you have to comprehend and clarify
rather than just peel and throw away! (M. N. Saunders et al., 2007; M. N. Saunders et
al., 2015).
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Figure 3.1: Research onion byM. N. Saunders et al. (2007)
3.1.1 Positivism research philosophy
The name positivism indicates the importance of what is 'placed' – for example,
'given'. This highlights that the positivist enforces careful and logical empiricist techniques
intended to yield pure data uninfluenced by human explanation or inclination (M. N.
Saunders et al., 2015). According to Rahi (2017) Positivism philosophical approach
follows the perception; that factual knowledge is obtained only through observation
which leads to statistical analysis. The knowledge is obtained in a quantifiable way and
then results are generated. In other words, Positivism refers to quantitative methods in
which data is gathered through research tools and then results are generated by
applying statistical techniques.
This philosophical approach is related to the development of hypotheses based
on existing literature, and its acceptance or rejection (Ryan, 2018). The present research
is conducted to examine the effect of organizational climate upon job satisfaction and
job performance of Instructors‘ Physical Education (IPEs) of KP. The data was collected
through a questionnaire and then results are generated through statistical techniques.
Therefore, the current research study was initiated in light of the positivism research
philosophy.
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3.2 Research design
Research design is the specific procedure involved in the research process: data
collection, data analysis, and report writing. It is a plan that how to get the answer to a
particular research question (Creswell, 2012; Creswell & Creswell, 2017). The study
follows the survey research design for the purpose of data collection. Survey research
design is a procedure in quantitative research in which researcher administer a questionnaire
to a small group of people (sample) to identify the trend in attitude, opinions, behaviors or
characteristics to a large group of people (population) (Creswell, 2012; Showkat & Parveen,
2017). Survey research design is the most effective and commonly offered designs in
quantitative research studies to collect primary data. Usually, a survey research design is
conducted by the development of a questionnaire in order to collect the primary data. In the
present research study, the researcher collected primary information from the respondents
by offering a structured form of questionnaire from IPEs serving in Government Higher
Secondary Schools of Khyber Pakhtunkhwa, Pakistan.
3.3 Population
The process of the survey starts with the identification of the population. This
step includes defining the population, determining the number of respondents in it, and
assessing the population frame for the sample (Reis & Judd, 2000). The term Population
refers to a group of people that has at least one similar characteristic which differentiates
that group from others (S. Khan, 2014). In the current study, there were 296 IPEs (187
male and 109 female) working in higher secondary schools that have been treated as the
target population of the study (Government of Khyber Pakhtoonkhwa, 2018). Only one
Instructor of Physical Education post is sanctioned in a Higher Secondary school. The
confirmation of the number of the IPEs was done accordingly, from Education
Management Information system (EMIS). It is a system developed in Elementary and
Secondary Education Khyber Pakhtunkhwa that offers information to all users about the
physical structure and facilities of the schools, students‘ enrollment, and number of
teachers serving in the school at all levels (Primary, middle, secondary, and higher
secondary). The main office of EMIS is working in the Directorate of Elementary and
secondary education Peshawar. The detail description of the population is given in the
below table 3.1 being entertained as targeted population.
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Table 3.1: Description of population
Division Male IPEs Female IPES Total
D.I.Khan 26 15 41
Bannu 26 12 38
Hazara 26 17 43
Kohat 15 4 19
Mardan 26 19 45
Malakand 26 12 38
Peshawar 42 30 72
Total 187 109 296
Source: Government of Khyber Pakhtoonkhwa (2018).
3.4 Sample size and sampling techniques
Once the target population is identified then the next stage is to select the
appropriate sample size. The determination of sample size and procedure for the selection
of the sample adopted by the researcher is the most valuable aspect in the entire work of
research. A sample is a part of the population from which data has actually been gathered
(S. Khan, 2014). The method from which a sample is selected from targeted population
is known as sampling technique (Alvi, 2016). There are different approaches to
determine the sample size i.e. table for sample size and formula. Sample size
formulae are based on several parameters, which can be used to calculate the size of
the sample.
In the current study, the researcher used Yamane‘s formula to determine the
sample size. After the application of Yamane formula on targeted population 171 IPEs
(57.8%) were determined as a sample size. The Following Yamane‘s formula (Yamane,
1967) was adopted to confirm the sample size for the current research study.
Formula: n= N/ (1+N*e2)
Abbreviation: n= wished sample size, N= entire population under observation,
e2=is confidence level.
Placement of the required values in formula: n= N/ (1+N*e2).
n = 296/ (1+296*.052)
n = 296/ (1+296*.0025)
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n = 296/ (1+0.735)
n = 296/ (1.735)
n = 170.11
So the desired sample size = 170
After confirmation of the sample size, the next stage was the procedure or
techniques adopted for the selection of the calculated sample size. So, the 296 IPEs
comprised male and female were the targeted population in seven divisions of KP,
Pakistan. The researcher offered the Probability sampling procedure to provide equal
chance to the entire members of the population. According to Rahi (2017) probability
sampling techniques is an indispensable method for the social sciences researchers.
Keeping in view that the population of the present study was scattered to different clusters/
divisions. Therefore, the researcher applied proportionate random sampling techniques
to confirm the equal representation of each cluster‘s respondents in the calculated sample
size. The detailed description of sampling techniques and sample size are as under in
table No. 3.2.
Table 3.2: Description of sample size
Division Male
IPEs
57.8%
Male IPEs
Female
IPEs
57.8%
Female IPEs
Total
IPEs
Total 57.8%
IPEs
D.I.Khan 26 15 15 9 41 24
Bannu 26 15 12 7 38 22
Hazara 26 15 17 10 43 25
Kohat 15 9 4 2 19 11
Mardan 26 15 19 11 45 26
Malakand 26 15 12 7 38 22
Peshawar 42 24 30 17 72 41
Total 187 108 109 63 296 171
3.5 Research instruments
For the purpose of data collection, the researcher requires a tool that is named as a
research tool or research instrument (S. Khan, 2014). The researcher developed a
questionnaire on a five-point Likert scale after reviewing the literature. The structure of the
questionnaire was simple and easy. For this purpose, the questionnaire was segmented
into two parts. The first part of the questionnaire is based on demographic information
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of the IPEs like gender, age, and experience. The second part of the questionnaire was
further split into three portions which elaborated in the given subsection.
3.5.1 Organizational climate scale (OCS)
The first portion of the second part of the questionnaire is related to the independent
variable (organizational climate). The dimensions of the organizational climate questionnaire
were developed by Furnham and Goodstein (1997). The questionnaire was adapted and
used in order to collect data. Ten (10) dimensions of organizational climate were included
like role clarity, Innovation, respect, career development, reward system, communication,
planning and decision making, quality service, conflict management, and Teamwork.
3.5.2 Job satisfaction scale (JSS)
The researcher adapted the job satisfaction scale from (Mehrotra, 2005). There
are six (06) dimensions of job satisfaction which were included like salary, teaching
profession, promotion structure, group work, working condition, and supervision.
3.5.3 Job performance scale (JPS)
This scale was adapted from (Atta, 2012) and (Nigar, 2017). Different dimensions
of job performance included in the scale, like subject matter knowledge, instructional
planning and management, students‘ assessment, communication, and organizing sports
and physical education.
Table 3.3: Structure of questionnaire
Variable Dimensions No. of items
Demographic Variables Gender, Age and Experience
Organizational Climate Role clarity 06
Respect 05
Communication 09
Reward system 4
Career development 3
Planning and decision making 5
Innovation 2
Teamwork and Support 7
Quality service 3
Conflict management 2
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Job Satisfaction Salary 6
Teaching profession 9
Promotion structure 4
Group work 4
Working conditions 9
Supervision 8
Job Performance Subject matter knowledge 6
Instructional planning and Management 12
Students‘ assessment 7
Communication 7
Organizing sports and Physical education 5
3.6 Pilot testing of the instruments
A pilot test of an instrument is a procedure in which a researcher modifies an
instrument based on feedback from a small number of individuals who complete and
evaluate the instrument (Creswell, 2012; Dikko, 2016). The participants in the pilot testing
provide written comments and the researcher adjusts the instrument to reflect those
concerns. Because the pilot group provides feedback on the questionnaire that researcher
excludes them from the final sample for the study. In the current study, the researcher
administered the questionnaire to 20 IPEs for pilot testing. For this purpose, the researcher
selected 10% IPEs of the total sample which made 20 participants for pilot testing. In
order to conduct a pilot study, 10 percent of the total sample is an appropriate number
(Connelly, 2008). Therefore for the pilot study, 20 IPEs were selected randomly and these
IPEs were not included in the actual study. The researcher asked them to mark any query
or problem on the questionnaire. Majority of the instructors were confused to statements
(mentioned below) and rectified after pilot testing. Therefore, following changes were
made in the instrument after pilot study:-
1. Re-written the poorly worded statements (OC: item no 9, 29, and JS: item no. 5
and 37).
2. Merged those statements that have the same meaning (JS: item no 7 and 15).
3. Re-written the items which make no sense (OC: item no. 28 and JP: Item no 39).
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4. Re-written the statements which take an excessive amount of time to complete
(OC: item no. 42 and JP: item no. 37).
5. Re-written the item in which respondents feel difficult to understand (OC: item
no. 26).
3.7 Validity of the research instruments
Validity is an important and essential stage in instrument construction. Validity
is the development of sound evidence to demonstrate that the instrument interpretation
(of score about the construct that the instrument is assumed to measure) matches of
proposed used (Creswell, 2012; Menold, Bluemke, & Hubley, 2018). In other words,
validity is the degree to which all of the evidence points to the intended interpretation of the
instrument score for the proposed purpose. The researcher measured the content validity
of the questionnaire in this section. According to YAGHMAEI (2003) and Almanasreh,
Moles, and Chen (2019) determining and reporting the content validity of the
questionnaire is essential. Because content validity helps to confirm construct validity
and provides confidence to the researcher regarding the instrument. This type of validity
is also known as intrinsic validity, content related validity, relevance, and representative
validity. The basic aim of content validity is to measure whether the instrument covers
the content that it is supposed to be measured (Mebrate & Lemma, 2017; Yaghmaie,
2009).
Content validity can be obtained from three different sources i.e. literature,
representatives of the relative population, and experts (Burns & Groves, 1997). For the
professional judgment of the questionnaire, the researcher administered the questionnaire
to experts in the field of sports sciences and physical education and social sciences for
content validity. The draft of the questionnaire for content validity comprised of 3-Point
Likert scale (1. Not relevant 2. Item needs minor revision 3. Very relevant). The experts
were requested to rate on the three options. For measuring the score of content validity,
the researcher used the Content Validity Ratio (CVR). The cutoff criteria for accepted
questions ranging from 0.3 to 1.0 (Lindell & Brandt, 1999). The following formula was
used for content validity;-
2
2
CVR = E-N
N
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E refers to all the experts who rated the item relevant and N refers to experts
contributed in the validation process.
Table 3.4: CVR score of organizational climate scale
Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks
1. .83 Valid 16. 1 Valid 31. 1 Valid
2. .83 Valid 17. 1 Valid 32. 1 Valid
3. .83 Valid 18. .83 Valid 33. .83 Valid
4. .83 Valid 19. 1 Valid 34. 1 Valid
5. .83 Valid 20. 1 Valid 35. 1 Valid
6. .83 Valid 21. 1 Valid 36. .83 Valid
7. 1 Valid 22. 1 Valid 37. 1 Valid
8. .83 Valid 23. .16 Not Valid 38. 1 Valid
9. .83 Valid 24. .83 Valid 39. 1 Valid
10. .83 Valid 25. 1 Valid 40. 1 Valid
11. .67 Valid 26. 1 Valid 41. 1 Valid
12. 1 Valid 27. .67 Valid 42. 1 Valid
13. .83 Valid 28. 1 Valid 43. 1 Valid
14. 1 Valid 29. .83 Valid 44. 1 Valid
15. .16 Not Valid 30. 1 Valid 45. 1 Valid
46. 1 Valid
The above table shows the content validity ration score of the organizational
climate scale cutoff criteria for accepted questions ranging from 0.3 to1.0. The score of
items no 15 and 23 were under 0.3 therefore these two items were rejected and deleted
from the scale.
Table 3.5: CVR score of job satisfaction scale
Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks
1. 1 Valid 15. 1 Valid 29. .83 Valid
2. 1 Valid 16. 1 Valid 30. 1 Valid
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3. 1 Valid 17. 1 Valid 31. 1 Valid
4. 1 Valid 18. 1 Valid 32. 1 Valid
5. 1 Valid 19. .83 Valid 33. 1 Valid
6. 1 Valid 20. 1 Valid 34. 1 Valid
7. 1 Valid 21. 1 Valid 35. 1 Valid
8. 1 Valid 22. .83 Valid 36. 1 Valid
9. 1 Valid 23. 1 Valid 37. 1 Valid
10. 1 Valid 24. .83 Valid 38. 1 Valid
11. 1 Valid 25. 1 Valid 39. 1 Valid
12. 1 Valid 26. 1 Valid 40. 1 Valid
13. 1 Valid 27. 1 Valid 41. .83 Valid
14. .83 Valid 28. 1 Valid
The above table shows the content validity ration score of the job satisfaction
scale, cutoff criteria for accepted questions ranging from 0.3 to 1.0. The score of all the
items was above 0.3 therefore all the items were considered accepted/valid.
Table 3.6: CVR score of job performance scale
Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks Question
No
CVR
Score
Remarks
1. 1 Valid 14. .67 Valid 27. 1 Valid
2. 1 Valid 15. 1.0 Valid 28. 1 Valid
3. 1 Valid 16. .83 Valid 29. 1 Valid
4. 1 Valid 17. 1 Valid 30. .83 Valid
5. .67 Valid 18. 1 Valid 31. 1 Valid
6. 1 Valid 19. 1 Valid 32. 1 Valid
7. .50 Valid 20. 1 Valid 33. 1 Valid
8. 1 Valid 21. 1 Valid 34. 1 Valid
9. 1 Valid 22. 1 Valid 35. 1 Valid
10. 1 Valid 23. 1 Valid 36. 1 Valid
11. 1 Valid 24. 1 Valid 37. 1 Valid
12. 1 Valid 25. 1 Valid 38. .83 Valid
13. 1 Valid 26. .83 Valid 39. .67 Valid
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The above table shows the content validity ration score of the job performance
scale. Cutoff criteria for accepted questions ranging from 0.3 to 1.0. The score of all the
items was above 0.3 therefore all the items were considered accepted/valid.
3.8 Reliability of instruments
The goal of good research is to have measures or observations that are reliable.
Several factors can result in unreliable data including when questions on the questionnaire
are ambiguous or participants feel nervous to fill the questionnaire. Reliability is generally
easy to understand as it is a measure of consistency. If the score is not reliable they are
not valid (Creswell, 2012). There are four different techniques to check the reliability of
the instrument but Cronbach‘s alpha is used most commonly in social research studies.
Criterion validity is considered when the item-total correlation exceeds 0.3. In other words,
the value of item-total correlation is greater than 0.3 then criterion validity for each item is
considered satisfactory. The reliability of the instrument is presented in the following table.
Table 3.7: Reliability score of the questionnaire
Scale No. of Items Cronbach’s Alpha
Organizational Climate 44 .968
Job Satisfaction 41 .939
Job Performance 39 .949
Overall reliability 124 .977
Table 3.7 shows the Chronbach alpha coefficient of all the three scales of the
questionnaire organizational climate scale, Job Satisfaction Scale, and Job Performance
scale yielded an internal consistency coefficient as 0.968, .939 and .949 respectively ranged
above 0.9 Chronbach alpha coefficient and in excellent internal consistency coefficient.
Table 3.8: Alpha reliability coefficient of the individual items of the organizational
climate scale
Serial
No
Cronbach’s
Alpha
item-total
correlation
Serial
No
Cronbach’s
Alpha
item-total
correlation
Serial
No
Cronbach’s
Alpha
item-total
correlation
1. .968 .436 16. .967 .862 31. .968 .620
2. .968 .492 17. .967 .719 32. .968 .519
3. .968 .543 18. .967 .816 33. .968 .619
4. .968 .526 19. .968 .648 34. .968 .654
5. .968 .606 20. .968 .502 35. .967 .821
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6. .968 .558 21. .967 .806 36. .967 .782
7. .968 .461 22. .967 .821 37. .968 .597
8. .968 .680 23. .968 .435 38. .968 .449
9. .967 .743 24. .967 .739 39. .968 .525
10. .968 .678 25. .967 .797 40. .968 .442
11. .968 .471 26. .968 .637 41. .967 .756
12. .967 .769 27. .967 .755 42. .968 .665
13. .967 .765 28. .968 .557 43. .968 .519
14. .967 .728 29. .968 .587 44. .968 .444
15. .967 .726 30. .967 .757
Table 3.8 shows the Chronbach alpha coefficient of the organizational climate
scale produced an internal consistency coefficient of the questionnaire item wise and as
a whole of 44 items is 0.968 ranged above 0.9 Chronbach alpha coefficients and in excellent
internal consistency coefficient. The Corrected item-total correlation of each measure is
above 0.3; which means that the criterion validity of the scale is satisfactory.
Table 3.9: Alpha reliability coefficient of the individual items of the job satisfaction
scale
Serial
No
Cronbach’s
Alpha
Item-total
correlation
Serial
No
Cronbach’s
Alpha
Item-total
correlation
Serial
No
Cronbach’s
Alpha
Item-total
correlation
1. .937 .571 15. .938 .512 29. .938 .490
2. .938 .492 16. .938 .469 30. .938 .498
3. .937 .545 17. .939 .407 31. .937 .722
4. .938 .421 18. .939 .438 32. .938 .627
5. .938 .530 19. .938 .472 33. .937 .584
6. .938 .490 20. .939 .428 34. .936 .711
7. .938 .539 21. .937 .607 35. .936 .669
8. .938 .556 22. .938 .613 36. .938 .483
9. .938 .502 23. .937 .769 37. .938 .479
10. .938 .452 24. .937 .657 38. .938 .530
11. .939 .428 25. .937 .676 39. .937 .564
12. .938 .464 26. .938 .460 40. .938 .492
13. .938 .496 27. .938 .453 41. .938 .444
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14. .938 .504 28. .938 .505
Table 3.9 shows the Chronbach alpha coefficient of the job satisfaction scale
produced an internal consistency coefficient of the questionnaire item wise and as a whole
of 41 items is 0.939 ranged above 0.9 Chronbach alpha coefficients and in excellent internal
consistency coefficient. The Corrected item-total correlation of each measure is above 0.3;
which means that the criterion validity of the scale is satisfactory.
Table 3.10: Alpha reliability coefficient of the individual items of the job performance
scale
Serial
No
Cronbach’s
Alpha
Item-total
correlation
Serial
No
Cronbach’s
Alpha
Item-total
correlation
Cronbach’s
Alpha
Serial
No
Item-total
correlation
1. .948 .595 14. .947 .736 27. .948 .609
2. .947 .697 15. .947 .628 28. .948 .531
3. .948 .604 16. .950 .404 29. .948 .493
4. .949 .407 17. .947 .644 30. .948 .493
5. .947 .746 18. .948 .523 31. .948 .482
6. .948 .501 19. .949 .447 32. .949 .425
7. .948 .484 20. .948 .618 33. .949 .443
8. .947 .640 21. .947 .684 34. .948 .482
9. .949 .463 22. .948 .519 35. .949 .465
10. .948 .589 23. .947 .720 36. .948 .611
11. .948 .492 24. .947 .682 37. .948 .617
12. .948 .569 25. .947 .647 38. .948 .496
13. .947 .659 26. .947 .648 39. .947 .730
Table 3.10 shows the Chronbach alpha coefficient of the job performance scale
yielded an internal consistency coefficient of the questionnaire item wise and as a whole
of 39 items is 0.949 ranged above 0.9 Chronbach alpha coefficient and in excellent internal
consistency coefficient. The Corrected item-total Correlation of each measure is above 0.3;
which means that the criterion validity of the scale is satisfactory.
3.9 Research ethics of the study
Research ethics refers to moral principles which assist the scholar to investigate
research without any dishonesty to harm the participants of the study. Ethical consideration
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is very essential while conducting research. The researcher should respect the members
including the study and obey the rules and regulations of the organization (Weinbaum,
Landree, Blumenthal, Piquado, & Gutierrez, 2019). In the current study, the researcher
followed research ethics regarding the nature of the participants and Higher Secondary
Schools. Some ethical contemplations were required to be tended while conducting this
research. The following are some research ethics that researchers followed while conducting
the study.
1) The researcher obtained consent from the Department of Sports Sciences and
Physical Education and District Education Officer (Appendix-B &C) for the
data collection.
2) The researcher briefly explained the questionnaire to the respondent and gave
them a choice whether to participate in the study or quit at any time if they feel
inconvenient.
3) Protecting anonymity is one of the basic research ethics in research. The researcher
ensured the confidentiality of the information they provided. The identity of the
respondent and school was kept confidential during and after the research.
4) The researcher also guaranteed them not to misuse the information at any stage.
5) Every organization has some rules and regulations. The researcher obeyed school
rules while data collection and made sure to avoid any kind of action which might
have caused uneasiness for participants and school.
3.10 Data collection
According to S. Khan (2014) data collection is a systematic process of gathering
data on the research variable. Data collection means identifying and selecting
individuals for the study, obtaining their permission to study them, and gathering
information by asking questions or observing their behavior (Creswell, 2012; S. Khan,
2014). The data was collected from IPEs across the province. Therefore, the process of
data collection took three months commencing from April 2019 to June 2019. For the
purpose of data collection, the researcher used two different ways. The questionnaire
was sent via Postal service to those respondents who belong to far-flung areas. While the
researcher personally administered questionnaires from the IPEs working in District Tank
and D.I.Khan. Permission for the administration of the questionnaire was taken from the
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heads of all the selected schools. They were also briefed about the purpose of the
study and the nature of data. The questionnaire‘s response rate has been given in the
below table;
Table 3.11: Response rate of questionnaire
Respondents Selected sample Responses Response rate
Male 108 105 97%
Female 63 63 100%
3.11 Data analysis
After data collection, the researcher transferred the data from the responses on
the questionnaires to computer software for statistical analysis named SPSS (21.0). The
following statistical techniques were used to analyze the data.
3.11.1 Descriptive statistic
Descriptive statistics indicate general tendencies in the data (Mean, Median, and
Mode) and the spread of scores (Variance, Standard Deviation, and Range). In the current
study, the researcher used Mean and Standard Deviation to describe the basic features
of the data.
3.11.2 Inferential statistic
Statistics in which the data is analyzed from a sample to draw conclusions about
the population is called inferential statistics. More statistically, inferential statistics uses
a random sample of data taken from a sample to describe and make inferences about the
population. Following statistical techniques were used to test the hypotheses.
a. Pearson product correlation
One of the simple types of correlation is linear correlation which is the correlation
between the two sets of variables. Furthermore, such kind of correlation is presented
graphically through a straight line then it is called Linear Correlation (Bryman, 2016).
Due to the nature of the data, the researcher used the Pearson Product Correlation. The
correlation may be positive or negative which shows the direction while correlation may
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be poor, moderate, or strong which depicts the strength. The value of correlation falls
between -1 and +1.
b. Linear regression
Regression analysis is a statistical tool used to analyze the association between
independent Variable (IV) and the dependent variable (DV). Linear Regression is used
to analyze the linear dependence of one IV (Y) on one DV (X). In regression, the scholar
finds the most suitable linear equation that how Y depends upon X, which is commonly
presented in a straight line. Once the linear relationship is measured, then the next step
is to use the regression analysis to make inferences about the population. It is a powerful
statistical tool; therefore it should be used carefully (Hanneman, Kposowa, & Riddle, 2012).
Following is the simplest Linear equation.
Y=βO +β1X …………………………………………….(3.1)
In formula 3.1 the Y refers to the IV of linear function whereas X denoted the DV.
βO refers to the Y-intercept while β1 refers to the regression coefficient or slop.
c. Multiple regression analysis
Multiple regression is another statistical technique used to analyze the association
between two or more IVs and a single DV. The difference between linear and multiple
regression is only the number of IVs in the linear equation. In multiple regression, the
researcher measured all the IVs as a whole which helps to predict the DV (X). The next
important function of multiple regression is to estimate the effect of each IV on the DV
(Hair, Black, Babin, Anderson, & Tatham R., 2014). Following regression equation was
used for this purpose
Y=βO +β1X1+β2X2 +β3X3+є ……………………………..(3.2)
The formula 3.2 indicates the multiple regression equation in which Y denotes
the DV, X1, X2, X3 stands for IVs while βO refers to Y-intercepts and β1, β2, β3 refers
regression of regression coefficient.
d. Independent sample t-test
In some situations, the researcher may be taking a statistical decision based on two
samples. Each of the two samples may represent a particular population under consideration.
The independent sample t-test is applied to the situation, where two samples are taken
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from two populations which have continued symmetrical distribution. In other words,
an independent sample t-test was applied to determine that two Means obtained from
independent samples are significantly different or not (Hanneman et al., 2012). T-test and
its corresponding confidence intervals can and should be used for large samples and also
for skewed data (Fagerland, 2012; Jankowski, Flannelly, & Flannelly, 2018). It is directly
associated with Central Limit Theorem. A bigger sample size enables the researcher to
have more certainty about the sample average and variation in the data. The bigger sample
size is also needed to identify smaller differences in mean (Jankowski et al., 2018).
Following formula was used for independent sample t-test:-
2 2
1 2
1 2
1 2
............................................................(3.3)x x
s ss
n n
e. The analysis of variance (ANOVA)
We can compare two population means by using a two-sample test. However, we
often required to compare more than two population means simultaneously. The ANOVA
test is used for this objective (Kim, 2017). In the current study, one way ANOVA was used.
The data are classified into groups, on the basis of a principle. The specialized term for
a class, or a variable of categorization is treatment (Rahi, 2017). The following formula
was used to determine ANOVA;
B
W
MSF
MS ……………………………………………(3.4)
F = F ratio,
MSB = Means Square between the groups,
MSW refers to the Mean Squares within the group.
3.12 Summary
The current chapter includes the overall methodological process of the present
study. Therefore, the philosophical and theoretical foundation of the research methodology
of the current study was given. The research design of the study was also elaborated.
Population and sampling procedure is expressed. Detail description of data collection
instruments and its validation process is clearly explained. Data collection methods and
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ethical considerations for data collection are mentioned in this chapter. In the end, the
detailed information of statistical techniques which is used in the study is briefly elaborated.
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Chapter 4: Results and Discussion
The current study is conducted to explore the effect of organizational climate
upon the job satisfaction and job performance of Instructors Physical Education (IPEs)
in government higher secondary schools of Khyber Pakhtunkhwa, Pakistan. Therefore,
a questionnaire was administered in order to collect data from IPEs regarding organizational
climate, job satisfaction, and job performance. This chapter presents the analysis of data
and interpretation of results. According to the nature of the topic, suitable statistical tools
were used in this chapter like Pearson Product Moment Correlation, Linear Regression,
multiple regression, Independent sample t-test, and ANOVA. In the beginning, before
using inferential statistics, first detailed description of sample information and factor
analysis is discussed. Factor Analysis was used to measure the construct validity of the
instrument. After factor analysis, the assumptions required for inferential statistics are
discussed in detail before using parametric tests. All statistical tools require some
assumptions which link to the adequacy of fit between the statistical analysis and data
being operated (Hair et al., 2014; Verma & Abdel-Salam, 2019). This chapter also contains
the discussion part in which supported and contrast national and international research
publications are discussed briefly. Descriptive statistics are used to describe the basic
features of the data in a study.
4.1 Descriptive statistics
4.1.1 Frequency distribution of the data
The demographic data is collected through questionnaire (See appendix-A). The
researcher included three demographic variables according to the nature of the respondents
like gender, age, and experience. Following are the detailed information of demographic
variables:
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Table 4.1: Respondents‘ information about gender
Gender Frequency Percentage
Male 105 62.5
Female 63 37.5
Total 168 100.0
The table 4.1 indicates the frequency distribution of respondents across gender.
The table shows that 105 (62.5%) male IPEs and 63 (37.5%) female IPEs participated in
the study. So, 168 IPEs are the overall sample of the present study.
Table 4.2: Respondents‘ information about age
Age Frequency Percentage
21-30 4 2.4
31-40 16 9.5
41-50 56 33.3
51-60 92 54.8
Total 168 100.0
The table 4.2 indicates the frequency distribution of respondents‘ age. The table
shows that 4 (2.4%) IPEs having age 21-30, 16 (9.5%) IPEs having age 31-40, 56 (33.3%)
IPEs having age 41-50 and 92 (54.8%) IPEs having age 51-60 participated in the study.
So, 168 IPEs having different ages are the overall sample of the present study.
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Table 4.3: Respondents‘ information about experience
Age Frequency Percentage
10 and Less than 10 years 25 14.9
11-20 81 48.2
21-30 49 29.2
More than 30 years 13 7.7
Total 168 100.0
The table 4.3 indicates the frequency distribution of respondents‘ experience. The
table shows that 25 (14.9%) IPEs having less than 10 years‘ experience, 81 (48.2%) IPEs
having 11-20 years experiences, 49 (29.2%) IPEs are having 21 to 30 years‘ experience
and 13 (7.7%) IPEs having more than 30 years‘ experience who participated in the current
study. So, 168 IPEs having different experience are the overall sample of the present
study.
4.2 Factor Analysis
As mentioned earlier that factor analysis is used to measure the construct validity
of the instrument (Mansor, Yunus, & Yuet, 2018; Sulphey, 2015). It also helps to explore
the hidden variables present within each domain and which may be included in future
research for further examinations (I. U. Khan, 2018). Factor analysis can be viewed as a
way of reducing data, often collected in a questionnaire to a few underlying dimensions.
There are different methods which are used while performing factor analysis in SPSS, but
the researcher used the most popular method named ―Exploratory Factor Analysis‖
(Izquierdo Alfaro, Olea Díaz, & Abad García, 2014; Sulphey, 2015). Exploratory factor
analysis (Stürmer et al.) is a statistical technique that is used to reduce data to a smaller
set of summary variables and to explore the underlying theoretical structure of the
phenomena. It is used to identify the structure of the relationship between the variable
and the respondent (Sulphey, 2015).
There are different criteria regarding sample size for applying factor analysis but
100 is the minimum recommended sample size (Hair et al., 2014; O'Rourke, Hatcher, &
Stepanski, 2005). So, factor analysis is used based on the sample size of the present study
(n=168) applying the Principal component method with varimax rotation technique one
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level of factor analysis as an attempt to clarify the relationship among factors. Generally,
the process involves adjusting the coordinates of data that results from principal component
analysis. The adjustment or rotation is intended to maximize the variance shared among
items (Samuels, 2017). The reason behind the use of varimax rotation is that the inter-
pretability of factors can be enhanced by rotation. Rotation maximizes the loading of
each variable on one of the extracted factors whilst minimizing the loading on all other
factors. This process makes it much clearer which variables relate to which factors (Field,
2009). This process makes the relation among the variables much more clear.
There are different criteria for factor loading in exploratory factor analysis but
±.30 to ±.40 is minimum factor loading, and .70 is the excellent factor loading (Chan &
Idris, 2017; Hair et al., 2014). In the current study, it is difficult to put all scales‘ factor
loading into one table. Therefore, variables wise factor loading are presented in the given
tables. In other words, the factor loading of independent and dependent variables are
presented separately.
Before applying factor analysis, Kaiser Meyer Olkin (KMO) and Bartlett‘s Test
of Sphericity was performed. Kaiser Meyer Olkin (KMO) is a measure to sample adequacy
of the data set and indicates how the data set is appropriate for factor analysis. If the value
of KMO is greater than .60, then the data set is appropriate for factor analysis (Chan &
Idris, 2017; Deviant, 2017). While Bartlett‘s test measures the correlation between the
variables and the significance of the differences between one and other (Chan & Idris,
2017).
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Table 4.4: KMO and Bartlett‘s test for organizational climate
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .807
Bartlett's Test of Sphericity Approx. Chi-Square 6059.359
Df 946
Sig. .000
Table 4.4 indicates KMO and Bartlett‘s test for the independent variable
(organizational climate). The table depicts that the KMO value is .807 which is higher
than .60. Thus, KMO result indicates that the data set is appropriate for factor analysis.
Bartlett‘s test shows the chi-square value (6059.35) and P-value of .000 which indicates
that the correlation between the variables is significantly different from one and other
and this case is appropriate for factor analysis.
Table 4.5: Component matrix for organizational climate
Item Factor loading Item Factor loading Item Factor loading
OC1 .762 OC16 .609 OC31 .724
OC2 .810 OC17 .540 OC32 .795
OC3 .796 OC18 .499 OC33 .506
OC4 .556 OC19 .412 OC34 .637
OC5 .631 OC20 .614 OC35 .522
OC6 .511 OC21 .459 OC36 .421
OC7 .803 OC22 .470 OC37 .779
OC8 .604 OC23 .716 OC38 .534
OC9 .646 OC24 .733 OC39 .602
OC10 .610 OC25 .682 OC40 .688
OC11 .541 OC26 .537 OC41 .584
OC12 .457 OC27 .706 OC42 .708
OC13 .624 OC28 .401 OC43 .697
OC14 .539 OC29 .718 OC44 .727
OC15 .698 OC30 .567
Percentage of variance explained (commutative) 71.35
The table 4.5 reveals the factor loading of each item of organizational climate
by using varimax technique. The table indicates that each item or statement is greater
than the cutoff value .40 because the minimum acceptable criteria for factor loading are
mentioned earlier which is .40. Most of the items (OC1-OC3, OC7, OC23, OC27, OC29,
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OC31-32, OC37, OC42, OC44) are good factor loading. The extracted factors explained
71.35% variability of the independent variable.
Table 4.6: KMO and Bartlett‘s test for job satisfaction
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .775
Bartlett's Test of Sphericity Approx. Chi-Square 5413.234
Df 820
Sig. .000
Table 4.6 indicates KMO and Bartlett‘s test for independent variable (job
satisfaction). The table depicts that the value of KMO is .775 which is greater than .60.
Thus, KMO result indicates that the data set is appropriate for factor analysis. According
to the above table, Bartlett‘s test shows the chi-square value (5413.234) and P-value of
.000 which indicates that variables are significantly different from one another and this
case is appropriate for factor analysis.
Table 4.7: Component matrix for job satisfaction
Item Factor loading Item Factor loading Item Factor loading
JS1 .630 JS15 .819 JS29 .404
JS2 .467 JS16 .832 JS30 .642
JS3 .665 JS17 .636 JS31 .784
JS4 .647 JS18 .797 JS32 .715
JS5 .716 JS19 .679 JS33 .470
JS6 .834 JS20 .430 JS34 .858
JS7 .721 JS21 .539 JS35 .800
JS8 .784 JS22 .613 JS36 .660
JS9 .487 JS23 740 JS37 .707
JS10 .683 JS24 .644 JS38 .775
JS11 .838 JS25 .688 JS39 .713
JS12 .779 JS26 .733 JS40 .697
JS13 .559 JS27 .677 JS41 .767
JS14 .805 JS28 .686
Percentage of variance explained (commutative) 77.39
The table 4.7 reveals the factor loading of each item of job satisfaction by using
varimax technique. The table indicates that each item or statement is greater than the
cutoff value .40 because the minimum acceptable criteria for factor loading are mentioned
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earlier which is .40. Most of the items (JS5-JS8, JS11-JS12, JS14-JS16, JS18, JS23, JS26,
JS31-JS32, JS34-JS35, JS37-JS39, JS41) are good factor loading. The extracted factors
explained 75.61% variability of the dependent variable (job satisfaction).
Table 4.8: KMO and Bartlett‘s test for job performance
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .835
Bartlett's Test of Sphericity Approx. Chi-Square 6128.576
Df 741
Sig. .000
Table 4.8 indicates KMO and Bartlett‘s test for independent variable (job
satisfaction). The table depicts that the value of KMO is .835 which is greater than .60.
Thus, KMO result indicates that the data set is appropriate for factor analysis. In the above
table, Bartlett‘s test shows the chi-square value (6128.576) and P-value of .000 which
indicates that the correlation between the variables is significantly different from one
another and this case is appropriate for factor analysis.
Table 4.9: Component matrix for job performance
Item Factor loading Item Factor loading Item Factor loading
JP1 .768 JP15 .591 JP29 .862
JP2 .780 JP16 .636 JP30 .823
JP3 .643 JP17 .508 JP31 .764
JP4 .626 JP18 .524 JP32 .751
JP5 .662 JP19 .516 JP33 .663
JP6 .493 JP20 .708 JP34 .801
JP7 .739 JP21 .527 JP35 .487
JP8 .600 JP22 .742 JP36 .647
JP9 .479 JP23 .620 JP37 .451
JP10 .559 JP24 .659 JP38 .652
JP11 .633 JP25 .482 JP39 .603
JP12 .715 JP26 .596
JP13 .618 JP27 .727
JP14 .473 JP28 .661
Percentage of variance explained (commutative) 75.79
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The table 4.9 reveals the factor loading of each item of job performance by using
varimax technique. The table indicates that each item or statement is greater than the cutoff
value .40 because the minimum acceptable criteria for factor loading are mentioned earlier
which is .40. Most of the items (JP1-JP2, JP7, JP12, JP20, JP22, JP27, JP29-JP34) are good
factor loading. The extracted factors explained 74.72% variability of the dependent variable
(Job Performance).
4.3 Descriptive statistics of research variables
The term descriptive statistics refers to the numerical detail of data set which may
be a representation of sample or population (McCarthy, McCarthy, Ceccucci, &
Halawi, 2019; Sekaran, 2003). In the given tables, minimum and maximum values
presented.
Table 4.10: Descriptive statistics of all three research variables (OC, JS and JP)
Variables N Minimum Maximum Mean Std. Deviation
OC 168 2.77 5.00 3.9582 .52925
JS 168 2.49 4.88 3.8910 .47731
JP 168 3.03 5.00 4.3104 .48005
The table 4.10 indicates the descriptive research of all three variables (OC, JS,
and JP). The table describes that the Mean score of organizational climate is 3.9582 with
SD of .52925. The result also shows that the Mean score of job satisfaction is 3.8910
with SD of .47731 and the Mean value of job performance is 4.3104 with SD of .48005.
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Table 4.11: Descriptive statistics of all three research variables (OC, JS and JP) across
gender
Gender Variables N Minimum Maximum Mean Std. Deviation
Male
OC
105
2.77 5.00 3.93 .5256
JS 2.49 4.88 3.88 .4469
JP 3.03 5.00 4.23 .5088
Female
OC
63
2.77 5.00 4.00 .5363
JS 2.49 4.88 3.92 .5269
JP 3.13 5.00 4.44 .3977
The table 4.11 indicates the descriptive research of all three variables (OC, JS,
and JP) across gender. The table showing the Mean score of Male IPEs for OC is 3.03
with SD of .5256, Mean value of JS is 3.88 with SD of .4469, Mean score of JP is 4.23
with SD of .5088. The result also shows the Mean score of female IPEs. Mean score for
OC is 4.00 with SD of .5363, Mean score of JS is 3.92 with SD of .5269, and the Mean
value of JP is 4.44 with SD of .3977. From the above statistics, both male and female
IPEs perceive that organizational climate is favorable, their performance is good and
they are satisfied with their profession.
Table 4.12: Descriptive statistics of all three research variables (OC, JS and JP) across
age
Age Variables N Minimum Maximum Mean Std. Deviation
21-30
OC
04
3.70 4.25 3.94 .2342
JS 3.20 4.44 3.77 .5102
JP 3.67 5.00 4.36 .6051
31-40
OC
16
2.93 5.00 3.86 .5637
JS 3.20 4.68 3.89 .5219
JP 3.13 5.00 4.30 .4709
41-50
OC
56
2.77 5.00 4.01 .5729
JS 2.49 4.68 3.89 .5409
JP 3.03 5.00 4.42 .4432
51-60
OC
92
2.77 5.00 3.94 .5076
JS 2.49 4.88 3.89 .4326
JP 3.03 5.00 4.24 .4923
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The table 4.12 indicates the descriptive research of all three variables (OC, JS,
and JP) across age. The table shows the Mean score of IPEs having age 21-30 for OC is
3.94 with SD of .2342, Mean value of JS is 3.77 with SD of .5102, and Mean score of
JP is 4.36 with SD of .6051. The table shows that Mean score of IPEs having age 31-40
for OC is 3.86 with SD of .5637, Mean value of JS is 3.89 with SD of .5219, and Mean
score of JP is 4.30 with SD of .4709. The result shows the Mean score of IPEs having
age 41-50 for OC is 4.01 with SD of .5729, Mean value of JS is 3.89 with SD of .5409
and Mean score of JP is 4.42 with SD of .4432. The table also shows the Mean score of
IPEs having age 51-60 for OC is 3.94 with SD of .5076, Mean value of JS is 3.89 with
SD of .4326 and Mean score of JP is 4.24 with SD of .4923.
Table 4.13: Descriptive statistics of all three research variables (OC, JS and JP) across
experience
Experience Variables N Minimum Maximum Mean Std. Deviation
>10 years
OC
25
2.77 4.52 3.80 .5016
JS 3.20 4.61 3.88 .3428
JP 3.03 5.00 4.39 .4542
11-20 Yrs
OC
81
2.80 5.00 4.01 .5268
JS 2.49 4.88 3.90 .4941
JP 3.03 5.00 4.32 .4820
21-30 Yrs
OC
49
2.77 5.00 3.96 .5517
JS 2.49 4.88 3.88 .5361
JP 3.03 5.00 4.24 .5005
<30 Years
OC
13
2.98 4.77 3.83 .4888
JS 3.20 4.68 3.89 .3970
JP 3.59 5.00 4.32 .4625
The table 4.13 indicates the descriptive research of all three variables (OC, JS and
JP) across experience. The table shows that the Mean score of IPEs with the experience
of 10 or less than 10 years for OC is 3.80 with SD of .5016, Mean value of JS is 3.88 with
SD of .3428 and Mean score of JP is 4.39 with SD of .4542. The table shows the Mean
score of IPEs having experience 11-20 for OC is 4.01 with SD of .5268, Mean value of
JS is 3.90 with SD of .4941, and Mean score of JP is 4.32 with SD of .4820. The result
shows the Mean score of IPEs with the experience 21-30 for OC is 3.96 with SD of
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.5517, Mean value of JS is 3.88 with SD of .5361 and Mean score of JP is 4.24 with SD
of .5005. The table also shows the Mean score of IPEs having experience greater than
30 years for OC is 3.83 with SD of .4888, Mean value of JS is 3.89 with SD of .3970 and
Mean score of JP is 4.32 with SD of .4625. The results show that there is no significant
influence of the experience on the perception of IPEs regarding organizational climate,
job satisfaction, and job performance.
4.4 Assumptions of parametric tests
According to Best and Kahn (1996) and Dror, Baumer, Shlomov, and Reichart
(2018) Parametric tests are the statistical tests that make assumptions regarding parameter
of the population distribution from which sample is drawn while distribution free tests
are called non-parametric tests.
Parametric tests are considered to be the most powerful tests and should be used
if their basic assumptions can be met. Violation of these assumptions may change the
conclusion of the research. These assumptions are based on the nature of the population
distribution or the way the type of scale is used to quantify the data observation (Field,
2017). In the current study, linear regression, multivariate multiple linear regression,
independent sample t-test, and ANOVA are used in order to test the hypotheses. Therefore,
following assumptions are fulfilled before applying those tests.
4.4.1 Dependent variable should be measured on continuous scale
This is an assumption of regression model. According to Gujarati and Porter
(2009), the dependent variable should be assessed on a continuous scale. In the current
study, both dependent variables job satisfaction and job performance have been measured
on a 5-point Likert scale. According to Allen and Seaman (2007) 5-point Likert scale can
be treated as a continuous scale. So both DVs are measured on a continuous scale.
4.4.2 No auto-correlation in the sample data
This is an assumption of regression model. There should be no autocorrelation
in the residuals of different responses of the respondents. Auto-correlation occurs when
residuals are not independent of each other (Gujarati & Porter, 2009; Verma & Abdel-
Salam, 2019). To check the auto-correlation assumption, Durbin Watson test is applicable.
The range of Durban Watson test is from 0 to 4 and its acceptable range is 1 to 3 (M. N.
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Saunders, Thornhill, & Lewis, 2009). Following table is showing the values of Durbin
Watson tests for auto-correlation.
Table 4.14: Autocorrelation in the sample data
Independent variable Dependent variable Durbin-Watson value
Organizational Climate Job Satisfaction 2.28
Organizational Climate Job Performance 2.08
The table 4.14 shows the auto-correlation in the sample data by using Durbin-
Watson test. The table displays that the value of Durbin Watson falls in the cutoff criteria
and hence there is no autocorrelation in sample data. So, they are mutually independent in
the residuals of different respondents‘ responses.
4.4.3 Homoscedasticity in the data
Homoscedasticity is one of the assumptions for linear regression. Homoscedasticity
means variance around the regression residuals is similar for all values of the dependent
variable (Hair et al., 2014). Homoscedasticity is checked through scatter plot. For this
purpose, ZRESID on Y-axis and ZPRED on X-axis make a trend line in SPSS output.
Following scatter-plot is drawn to check the Homoscedasticity.
(a) Scatterplot of regression model (organizational climate and job satisfaction)
The figure below is displaying the standardized predicted value and standardized
residuals for organizational climate and job satisfaction. The figure clearly shows that all
the points are very close to regression line and the slope of the line is zero which shows
the Homoscedasticity in the data.
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(b) Scatterplot of regression model (organizational climate and job performance)
The figure below is displaying the standardized predicted value and standardized
residuals for organizational climate and job performance. The figure clearly shows that
all the points are very close to regression line and the slope of line is zero which shows
the Homoscedasticity in the data.
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4.4.4 Equality of group variances
This is an assumption to apply the Independent sample t-test. Equality of variances
across samples also known as homogeneity of variance. To check the equality of group
variances, Levene‘s test is performed in SPSS and mentioned in the t-test tables.
4.4.5 Normality of data
One of the important and essential assumptions is data normality before applying
the parametric tests. Parametric tests are based on the assumption that data is normally
distributed. There are many tests for checking the normality of data but Kolmogorov-
Smirnov (K-S) and Shapiro-Wilk (S-W) tests are the most widely test used in social
sciences and this test can be performed in SPSS (Hair et al., 2014). If the value of P in
Kolmogorov-Smirnov (K-S) and Shapiro-Wilk test is insignificant, it means that data is
distributed normally (Allen & Seaman, 2007; Mishra et al., 2019).
Table 4.15: Data normality of independent variable (organizational climate)
Kolmogorov-Smirnov Shapiro-Wilk
Variable Statistic df Sig Statistic df Sig
OC .026 167 .200 .996 167 .916
The table 4.15 specifies the data normality by using Kolmogorov-Smirnov (K-S)
and Shapiro-Wilk (S-W) tests of the independent variable. It is obvious from the table
that the value of P in K-S (P=.200>.05) and S-W (P=.916>.05) is found insignificant which
shows data is normally distributed. The histogram showing symmetric and points indicating
in Q-plots form a straight line which shows that the data is distributed normally.
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Table 4.16: Data normality of dependent variable (job satisfaction)
Kolmogorov-Smirnov Shapiro-Wilk
Variable Statistic df Sig Statistic df Sig
JS .025 167 .200* .995 167 .859
The table 4.16 signposts the data normality by using Kolmogorov-Smirnov (K-S)
and Shapiro-Wilk (S-W) tests of the dependent variable (JS). The table clearly depicts
that the value of P in K-S (P=.200>.05) and S-W (P=.859>.05) is found insignificant
which tells that data is normally distributed. The histogram showing symmetry and points
indicated in Q-plots form a straight line which shows that the data is distributed normally.
Table 4.17: Data normality of dependent variable (job performance)
Kolmogorov-Smirnov Shapiro-Wilk
Variable Statistic df Sig Statistic df Sig
JP .046 167 .200 .988 167 .153
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The table 4.17 shows the data normality by using Kolmogorov-Smirnov (K-S) and
Shapiro-Wilk (S-W) tests of the dependent variable. The table depicts that the value of P
in K-S (P=.200>.05) and S-W (P=.153>.05) is found insignificant and portrays that data is
distributed normally. The histogram demonstrates symmetry and points indicated in Q-
plots form a straight line which indicates the data is normally distributed.
4.5 Inferential statistics
Table 4.18: Relationship between organizational climate and job satisfaction
Organization Climate Job Satisfaction
Organizational Climate
Pearson Correlation 1 .363
Sig .000
N 168 168
The table 4.18 indicates correlation between organizational climate and job
satisfaction (JS). The evidence from the table depicts that there is a positive relationship
between the two variables (r=.347**
). The result also indicates that the relationship
between OC and JS is significant (P=.000*<.05).
H1: There is a significant effect of organizational climate upon job satisfaction.
Table 4.19(a): Regression model regarding the effect of organizational climate on job
satisfaction
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .363 .131 .126 .44616
a. Predictors: (Constant), OC
b. Dependent Variable: JS
The table 4.19(a) depicts the regression output about organizational climate and
job satisfaction. The above table is the first part of the model summary related to H1.
The table indicates that R=.363 and R2
=.131 which shows that 13% variance is
explained through independent variable in the dependent variable (JS).
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Table 4.19(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 5.002 1 5.002 25.129 .000
Residual 33.44 166 .199
Total 38.046 167
a. Dependent Variable: JS
b. Predictors: (Constant), OC
The table 4.19(b) indicates the ANOVA results of OC and JS. There are two
important values in the above table F and P-value. The significant F value is the probability
to reject the null hypothesis and regression model cannot be rejected. The table shows
that F-value is 25.129 and P=.000 which indicates that F- value is large with P-value is
less than .05 which illustrates that we can reject the null hypothesis and accept the alternate
the sample data of study provides sufficient evidence to conclude that model is fit. Both
Regression Mean Square value (5.002) and residual Mean Square value (.199) significantly
contribute to F-statistic which provides sufficient evidence that regression model is true.
Table 4.19(c): Coefficient
Model
Unstandardized Coefficient Standardized Coefficient
t Sig
B Std.Error B
(Constant) 2.597 .260 .363
9.968 .000
OCMEAN .327 .065 5.013 .000
a. Dependent Variable: JS
The table 4.19c shows the regression coefficient of independent variable and
dependent variable (JS). The result of the study specifies the t-value is 5.013 which depicts
that the organizational climate is statistically significant at .05 confident intervals. The
B shows the coefficient. The value of positive B (.327) indicates that a unit increase in
independent variable will cause .327 units increase in the dependent variable (JS). Thus,
our first research hypothesis (H1) which states that there is significant effect of organizational
climate upon job satisfaction (JS) is hereby accepted.
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Table 4.20: Relationship between organizational climate and job performance
Organization Climate Job Performance
Organizational Climate
Pearson Correlation 1 .375
Sig .000
N 168 168
The table 4.20 indicates correlation between organizational climate and job
performance. The evidence from the table depicts that there is a positive relationship
between the two variables (r=.375). The result also indicates that the relationship between
OC and JP is significant (P=.000<.05).
H2: There is a significant effect of Organizational Climate upon Job Performance
Table 4.21(a): Regression model regarding the effect of organizational climate on job
performance
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .375 .141 .136 .44629
a. Predictors: (Constant), OC
b. Dependent Variable: JP
The table 4.21(a) depicts the regression output about organizational climate and
job performance. The above table is the first part of the model summary related to H2.
The table indicates that R=.375 and R2
=.141 which shows that almost 14% variance is
explained through independent variable in the dependent variable.
Table 4.21(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 5.423 1 5.423 27.229 .000
Residual 33.062 166 .199
Total 38.486 167
a. Dependent Variable: JP
b. Predictors: (Constant), OC
The table 4.21(b) indicates ANOVA results of OC and JP. There are two important
values in the above table F and P-value. The significant F value is the probability to reject
the null hypothesis and regression model cannot be rejected. The table shows that F-value
is 27.229 and P=.000 which indicates that F- value is large while the P-value is less than
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.05 which shows that we can reject the null hypothesis and the sample data of the study
provide sufficient evidence to conclude that model is fit. Both Regression Mean Square
value (5.423) and residual Mean Square value (.199) significantly contribute to F-statistic
which provides sufficient evidence that the regression model is true.
Table 4.21(c): Coefficient
Model
Unstandardized Coefficient Standardized Coefficient
t Sig
B Std.Error B
(Constant) 2.963 .261 .375
11.370 .000
OCMEAN .340 .065 5.218 .000
a. Dependent Variable: JP
The table 4.21c indicates the regression coefficient of independent variable and
dependent variable. The result of the study indicates that the t-value is 5.21 which shows
that the organizational climate is significantly different at .05 confidence intervals. The B
shows the coefficient. The value of positive B (.340) indicates that a unit increase in
independent variable will bring .340 units change in the dependent variable. Thus, our
research hypothesis (H2) which states that OC has significant effect upon JP is hereby
accepted.
4.6 Gender wise effect of organizational climate upon job satisfaction
Table 4.22: Relationship between organizational climate and job satisfaction of male
IPEs
Organization Climate Job Satisfaction
Organizational Climate
Pearson Correlation 1 .430
Sig .000
N 105 105
The table 4.22 indicates correlation between organizational climate and job
satisfaction (JS) of male teachers. The evidence from the table depicts that there is a
positive relationship between the two variables (r=.430). The result also indicates that
the relationship between OC and JS of male IPEs is significant (P=.000<.05).
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H3: There is a significant effect of organizational climate upon job satisfaction of
male IPEs
Table 4.23(a): Regression model regarding effects of organizational climate on job
satisfaction
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .430 .185 .177 .40536
a. Predictors: (Constant), OC
b. Dependent Variable: JS
The table 4.23(a) depicts the regression output about organizational climate and
job satisfaction of male IPEs. The above table is the first part of the model summary
related to H3. The table indicates that R=.430 and R2
=.185 show that 18% variance is
explained through independent variable in dependent variable (JS).
Table 4.23(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 3.848 1 3.848 23.419 .000
Residual 16.925 103 .164
Total 20.773 104
a. Dependent Variable: JS
b. Predictors: (Constant), OC
The table 4.23(b) indicates that ANOVA results of OC and JS of male IPEs. There
are two important values in the above table F and P-value. The significant F value is the
probability to reject the null hypothesis and regression model cannot be rejected. The table
shows that F-value is 23.419 and P=.000 which indicates that F- value is large while the
P-value is less than .05 which shows that we can reject the null hypothesis and the sample
data of the study provide sufficient evidence to conclude that model is fit. Both Regression
Mean Square value (3.848) and residual Mean Square value (.164) significantly contribute
to F-statistic which provides sufficient evidence that regression model is perfect.
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Table 4.23(c): Coefficient
Model
Unstandardized Coefficient Standardized Coefficient
t Sig
B Std.Error B
(Constant) 2.438 .300 .430
8.129 .000
OCMEAN .366 .076 4.839 .000
a. Dependent Variable: JS
The table 4.23(c) indicates the regression coefficient of independent variable and
dependent variable (JS). The result of the study indicates the t-value as 4.839 which depicts
that organizational climate statistically significant at .05 confident intervals. The B value
shows the coefficient. The positive B value (.366) indicates that a unit increase in the
independent variable will bring change .366 units in the dependent variable (JS). Thus,
our research hypothesis (H3) which states that OC has significant effect upon JS of male
IPEs is hereby accepted.
Table 4.24: Relationship between organizational climate and job performance of male
IPEs
Organization Climate Job Performance
Organizational Climate
Pearson Correlation 1 .395
Sig .000
N 105 105
The table 4.24 indicates correlation between organizational climate and job
performance of male teachers. The evidence from the table depicts that there is a positive
relationship between the two variables (r=.395). The result also indicates that relationship
between OC and JP of male IPEs is significant (P=.000<.05).
H4: There is a significant effect of organizational climate upon the job performance of
male IPEs
Table 4.25(a): Regression model regarding the effect of organizational climate on job
performance of male IPEs
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .395 .156 .148 .46975
a. Predictors: (Constant), OC
b. Dependent Variable: JP
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The table 4.25(a) depicts the regression output about organizational climate and
job performance of male IPEs. The above table is the first part of the model summary
related to H4. The table indicates that R=.395 and R2
=.156 which shows that 15.6%
variance is explained by the independent variable in the dependent variable.
Table 4.25(b): ANOVA
Model Sum of Squares Df Mean Square F Sig.
Regression 4.195 1 4.195 19.010 .000
Residual 22.728 103 .221
Total 26.923 104
a. Dependent Variable: JP
b. Predictors: (Constant), OC
The table 4.25(b) indicates the ANOVA results of OC and JP of male IPEs. There
are two important values in the above table F and P-value. The significant F value is the
probability to reject the null hypothesis and regression model cannot be rejected. The table
shows that F-value is 19.010 and P=.000 which indicates that F- value is large while P-
value is less than .05 which shows that we can reject the null hypothesis and the sample
data of the study provide sufficient evidence to conclude that model is fit. Both Regression
Mean Square value (4.195) and residual Mean Square value (.221) significantly contribute
to F-statistic which provides sufficient evidence to declare the regression model as perfect.
Table 4.25(c): Coefficient
Model Unstandardized Coefficient Standardized Coefficient
t Sig B Std.Error B
(Constant) 2.729 .347 .395
7.854 .000
OCMEAN .382 .088 4.360 .000
a. Dependent Variable: JP
The table 4.25(c) indicates the regression coefficient of independent variable and
dependent variable. The result of the study indicates that t-value is 4.360 which declares
that the organizational climate statistically significant at .05 confident intervals. The B
value shows the coefficient. The positive B value (.382) indicates that a unit increase in
independent variable will bring .367 units change in the dependent variable. Thus, the
research hypothesis (H4) which states that OC has significant effect upon JP of male IPEs
is hereby accepted.
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Table 4.26: Relationship between organizational climate and job satisfaction of female
IPEs
Organization Climate Job Satisfaction
Organizational Climate
Pearson Correlation 1 .266
Sig .035
N 63 63
The table 4.26 indicates correlation between organizational climate and job
satisfaction (JS) of female teachers. The evidence from the table depicts that there is a
positive relationship between the two variables (r=.266). The result also indicates that
the relationship between OC and JS of female IPEs is significant (P=.000<.05).
H5: There is a significant effect of organizational climate upon job satisfaction (JS) of
female IPEs
Table 4.27(a): Regression model regarding effect of organizational climate on job
satisfaction
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .266 .071 .525 .51199
a. Predictors: (Constant), OC
b. Dependent Variable: JS
The table 4.27(a) depicts the regression output of the organizational climate and
job performance of female IPEs. The above table is the first part of the model summary
related to H5. The table indicates that R=.266 and R2 =.071 which shows that 7% variance
is explained through the independent variable in the dependent variable (JS).
Table 4.27(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 1.222 1 1.222 4.661 .035
Residual 15.990 61 .262
Total 17.212 62
a. Dependent Variable: JS
b. Predictors: (Constant), OC
The table 4.27(b) indicates the ANOVA results of OC and JS of female IPEs.
There are two important values in the above table F and P-value. The significant F-value
is the probability to reject the null hypothesis and regression model cannot be rejected.
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The table shows that F-value is 4.661 and P=.001 which indicates that F-value is larger
while P-value is less than .05 which shows that we can reject the null hypothesis and the
sample data of the study is providing sufficient evidence to conclude that model is fit. Both
Regression Mean Square value (1.222) and residual Mean Square value (.262) significantly
contribute to F-statistic which provides sufficient evidence that regression model is true.
Table 4.27(c): Coefficient
Model
Unstandardized Coefficient Standardized Coefficient
t Sig
B Std.Error B
(Constant) 2.686 .490
.266
5.856 .000
OCMEAN .262 .121 2.159 .035
a. Dependent Variable: JP
The table 4.27(c) indicates the regression coefficient of independent variable and
dependent variable (JS). The result of the study indicates the t-value is 2.159 which depicts
that organizational climate is statistically significant at .05 confident intervals. The B value
shows the coefficient value. The positive B value (.262) indicates that a unit increase in
independent variable will bring change .262 units in the dependent variable (JS). Thus, our
research hypothesis (H5) which states that OC has significant effect upon JS of female IPEs
is hereby accepted.
Table 4.28: Relationship between organizational climate and job performance of female
IPEs
Organization Climate Job Performance
Organizational Climate
Pearson Correlation 1 .328
Sig .000
N 63 63
The table 4.28 indicates correlation between organizational climate and job
performance of female teachers. The evidence from the table depicts that there is a positive
relationship between the two variables (r=.328). The result also indicates that relationship
between OC and JP of female IPEs is significant (P=.000<.05).
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H6: There is a significant effect of organizational climate upon the job performance
of female IPEs
Table 4.29(a): Regression model regarding the effect of organizational climate on job
performance
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .328 .108 .093 .37875
a. Predictors: (Constant), OC
b. Dependent Variable: JP
The table 4.29(a) depicts the regression output about organizational climate and
job performance of female IPEs. The above table is the first part of the model summary
related to H6. The table indicates that R=.328 and R2
=.108 which shows that 11%
variance is explained through independent variable in dependent variable.
Table 4.29(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 1.056 1 1.056 7.363 .009
Residual 8.751 61 .143
Total 9.807 62
a. Dependent Variable: JP
b. Predictors: (Constant), OC
The table 4.29(b) indicates that ANOVA results of OC and JP of female IPEs.
There are two important values in the above table F and P-value. The significant F-value
is the probability to reject the null hypothesis and regression model cannot be rejected.
The table shows that F-value is 7.363 and P=.009 which indicates that F- value is large
while P-value is less than .05 which shows that we can reject the null hypothesis and the
sample data of the study provides sufficient evidence to conclude that model is fit. Both
Regression Mean Square value (1.056) and residual Mean Square value (.143) significantly
contribute to F-statistic which provides sufficient evidence that regression model is true.
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Table 4.29(c): Coefficient
Model
Unstandardized Coefficient Standardized Coefficient
t Sig
B Std.Error B
(Constant) 3.468 .362 .328
9.573 .000
OCMEAN .243 .090 2.713 .009
a. Dependent Variable: JP
The table 4.29(c) indicates the regression coefficient of independent variable and
dependent variable. The result of the study indicates the t-value is 2.713 which depicts
that organizational climate is statistically significant at .05 confidence interval. The B
shows the coefficient. The positive B value (.243) indicates that a unit increase in
independent variable will bring change .243 units in the dependent variable. Thus, the
research hypothesis (H6) is hereby accepted.
Table 4.30: Correlation matric between (10) different dimensions of independent
variables and job satisfaction (JS)
RC Rspt Com Rwd CD PDM Inv TW QS CM JS
RC 1
Rspt .567** 1
Com .611** .490**
1
Rwd .478** .529**
.701**
1
CD .654** .461**
.619**
.535**
1
PDM .413* .579**
.777**
.471**
.685**
1
Inv .441** .549**
.765**
.543**
.789**
.630**
1
TW .521** .552**
.719**
.591**
.605**
.689**
.588**
1
QS .529** .605**
.718**
.511**
.581**
.655* .536
** .708
** 1
CM .316** .560**
.595**
.499**
.320**
.407**
.483**
.486**
.580**
1
JS .650** .190** .691** .759** .745** .615** .324** .890** .367** 567** 1
The table 4.30 indicates the correlation matric between the different dimensions
of OC and JS. The table is self-exploratory which showing that there is a moderate
association between the dimensions of OC (role celerity (r=.650), communication (r=.691),
planning and decision making (r=.615), and conflict management and JS (r=.567). The
table also depicts that there is a strong association between the dimension of OC (reward
system (r=.759), career development (r=.745), and teamwork (r=.890).
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H7: Effect of ten (10) dimension of organizational climate on job satisfaction is
significant
Table 4.31(a): Regression model regarding the effect of organization climate dimensions
on job satisfaction
Model R R Square Adjusted R
Square
Std. Error of the Estimate
1 .450 .203 .152 .43959
a. Predictors: (Constant), conflict management, role clarity, career development, innovation,
reward system, respect, teamwork, quality service, planning and decision making,
communication
b. Dependent Variable: JS
The table 4.31(a) depicts the regression output of about 10 dimensions of
organizational climate and job satisfaction. The above table is the first part of the model
summary related to H7. The table indicates that R=.450 and R2
=.203 which shows that
20% variance is explained through independent variables (conflict management, role
clarity, career development, innovation, reward system, respect, teamwork, quality
service, planning and decision making, communication) in dependent variable (JS).
Table 4.31(b): ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 7.707 10 .771 3.988 .000
Residual 30.339 157 .193
Total 38.046 167
a. Dependent Variable: JS
b. Predictors: (Constant), Predictors: (Constant), conflict management, role clarity, career
development, innovation, reward system, respect, teamwork, quality service, planning and
decision making, communication
The table 4.31(b) indicates that ANOVA results of predictors (10 dimensions of
OC) and predicted (JS). There are two important values in the above table F and P-value.
The significant F value is the probability to reject the null hypothesis and regression model
cannot be rejected. The table shows that F-value is 3.988 and P=.000 which indicates that
F-value is large while P-value is less than .05 which shows that we can reject the null
hypothesis and the sample data of the study provides sufficient evidence to conclude
that model is fit. Both Regression Mean Square value (.771) and residual Mean Square
value (.193) significantly contribute to F-statistic which provides sufficient evidence that
regression model is true.
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Table 4.31(c): Coefficient
Model
Unstandardized
Coefficient
Standardized
Coefficient T Sig
Collinearity
Statistics
B Std.Error B VIF Tolerance
(Constant) 2.565 .428 5.991 .000
RC .114 .103 .103 1.105 .270 .582 1.718
Respect -.051 .112 -.056 -.456 .649 .335 2.989
Communication -.031 .101 -.051 -.310 .757 .185 5.399
Reward system -.086 .067 -.137 -1.271 .206 .435 2.298
CD .064 .059 .116 1.080 .282 .437 2.288
PlngDmaking .099 .087 .150 1.136 .258 .290 3.450
Innovation .087 .064 .146 1.348 .180 .431 2.320
Teamwork -.120 .096 -.149 -1.251 .213 .359 2.787
Q service .178 .078 .277 2.278 .024 .344 2.910
C Management .082 .074 .110 1.112 .268 .519 1.926
a. Dependent Variable: JS
The table 4.31(c) indicates the regression coefficient of predictor variables of OC
and Predicted JS. The table indicates that the beta (β), standardized coefficient regression
of each predictor generated some degree of contribution in positive or negative direction
in predicted (JS). The amount of change in JS associated with a given change in role clarity
(β = .114, p>.05), respect (β = -.051, p>.05), communication (β = -.031, p>.05), reward
system (β = -.086, p>.05), career development (β = .064, p>.05), planning and decision
making (β = .099, p>.05), Innovation (β = .087, p>.05), Team work and support (β = -.120,
p>.05), quality service (β = .178, p>.05) and conflict management (β = .082 p>.05).
Resultantly, there is significant effect of Ten (10) dimensions of organizational climate
separately, upon the Job Satisfaction (JS) of IPEs. Thus, the research hypothesis (H7) is
hereby accepted.
The table also shows the multicollinearity statistic in the last column. The data in
predictor variables must not show the multicollinearity (Gujarati & Porter, 2009). This
is one of the assumptions before applying multiple regression. Multicollinearity is found
when there is a high correlation among independent variables. To detect this issue,
researcher used variance inflation factor and tolerance that is done in SPSS. According
to Daoud (2017) if the value of VIF exceeds than 10.0 and tolerance less than 0.10, then
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there is a multicollinearity issue. The last two columns of the table 4.5.14c tell that all
the values of VIF and tolerance fall in the acceptable range, so there is no multicollinearity
issue.
Table 4.32: Correlation matric between dimensions of independent variables and job
performance
RC Rspt Com Rwd CD PDM Inv TW QS CM JP
RC 1
Rspt .529** 1
Com .529** .762**
1
Rwd .359** .575**
.682**
1
CD .376** .356**
.535**
.570**
1
PDM .654* .401**
.742**
.642**
.681**
1
Inv .372** .504**
.723**
.453**
.446**
.630**
1
TW .497** .513**
.688**
.530**
.743**
.566**
.642**
1
QS .619** .629**
.722**
.499**
.610**
.702* .509
** .799
** 1
CM .316** .460**
.619**
.719**
.719**
.501**
.219**
.568**
.547**
1
JP .581** .675** .322** .789** .849** .259** .182** .210** .778** .567** 1
The table 4.32 indicates the correlation matric between the different dimensions of
OC and JP. The table is self-exploratory which showing that there is a moderate association
between the dimensions of OC (role celerity (r=.581), Respect (r=.675) and conflict
management (r=.567) and JP. The table also depicts that there is a strong association
between the dimension of OC (reward system (r=.789), career development (r=.849),
and quality service (r=.778).
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H8: Effect of ten (10) dimension of organizational climate on job performance is
significant
Table 4.33(a): Regression model regarding the effect of different dimension of
organizational climate on job performance
Model R R Square Adjusted R
Square
Std. Error of
the Estimate
Durbin-Watson
(DW)
1 .486 .237 .188 .43261 1.97
a. Predictors: (Constant), conflict management, role clarity, career development, innovation,
reward system, respect, teamwork, quality service, planning and decision making,
communication
b. Dependent Variable: JP
The table 4.33(a) depicts that regression output about 10 dimensions of
organizational climate and job performance. The above table is the first part of the
model summary related to H8. The table indicates that R=.486 and R2
=.237 which
shows that 23% variance is explained by the independent variables (conflict
management, role clarity, career development, innovation, reward system, respect,
teamwork, quality service, planning and decision making, communication) in
dependent variable. The value of DW (1.97) falls in acceptable range. So, there is no
autocorrelation found in the data set.
Table 4.33(b): ANOVA
Model Sum of
Squares
Df Mean
Square
F Sig.
Regression 9.103 10 .910 4.864 .000
Residual 29.383 157 .187
Total 38.486 167
a. Dependent Variable: JP
b. Predictors: (Constant), Predictors: (Constant), conflict management, role clarity, career
development, innovation, reward system, respect, teamwork, quality service, planning
and decision making, communication.
The table 4.33(b) indicates the ANOVA results of predictors (10 dimensions of
OC) and predicted (JS). There are two important values in the above table F and P-value.
The significant F value is the probability to reject the null hypothesis and regression model
cannot be rejected. The table shows that F-value is 4.864 and P=.000 which indicates
that F-value is large and P-value is less than .05 which means that we can reject the null
hypothesis and the sample data of the study provides sufficient evidence to conclude
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that model is fit. Both Regression Mean Square value (.910) and residual Mean Square
value (.187) significantly contribute to F-statistic which provides sufficient evidence that
regression model is perfect.
Table 4.33(c): Coefficient
Model
Unstandardized
Coefficient
Standardized
Coefficient t Sig
Collinearity
Statistics
B Std.Error B VIF Tolerance
(Constant) 2.4 .421 5.77 .00
RC .26 .101 .235 2.57 .01 .58 1.718
Respect .098 .110 .108 .892 .37 .335 2.989
Communication .051 .100 .083 .510 .610 .185 5.399
Reward system .025 .066 .040 .377 .706 .435 2.298
CD .044 .058 .080 .760 .448 .437 2.288
PlngDmaking -.001 .086 -.001 -.009 .993 .290 3.450
Innovation -.062 .063 -.104 -.975 .331 .431 2.320
Teamwork -.195 .094 -.241 -2.073 .040 .359 2.787
Q service .153 .077 .236 1.987 .049 .344 2.910
C Management .072 .073 .096 .988 .324 .519 1.926
a. Dependent Variable: JP
The table 4.33(c) indicates the regression coefficient of predictor variables of OC
and predicted JP. The table indicates that the beta (β), standardized coefficient regression
of each predictor generated some degree of contribution in positive or negative direction
in predicted (JS). The amount of change in JS associated with a given change in role clarity
(β = .260, p<.05), respect (β = .098, p>.05), communication (β = .051, p>.05), reward system
(β = .025, p>.05), career development (β = .044, p>.05), planning and decision making
(β = -.001, p>.05), innovation (β = -.062, p>.05), team work and support (β = -.195, p<.05),
quality service (β = .153, p<.05) and conflict management (β = .072 p>.05). Resultantly,
there is significant effect of Ten (10) dimensions of organizational climate separately, upon
the job performance of IPEs. Thus, the research hypothesis (H8) is hereby accepted.
The table also shows the multicollinearity statistic in the last column. The data in
predictor variables must not show the multicollinearity (Gujarati & Porter, 2009). This
is one of the assumptions before applying multiple regressions. Multicollinearity is found
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106
when there is a high correlation among independent variables. To detect this issue,
researcher used variance inflation factor and tolerance which is done in SPSS. According
to (Daoud, 2017) if the value of VIF exceeds than 10.0 and tolerance less than 0.10, then
there is a multicollinearity issue. The last two columns of the table 4.5.16c show that all
the values of VIF and tolerance fall in acceptable range. So, there is no multicollinearity
issue.
4.7 Mean difference in organizational climate, job satisfaction (JS) and job
performance across gender, age and experience
H9: There is no significant difference in the stance of male and female IPEs regarding
OC provided in their respective institutions
Table 4.34: Showing gender wise mean Difference in OC
IPEs Leven’s
test
Male Female
M SD N M SD N T P
OC 3.93 .5256 105 4.00 .5363 63 .701 -.868 .38
P>.05
Table 4.34 indicates comparison between male and female IPEs views regarding
Organizational climate. The table depicts that the value of Leven‘s test is not significant
(P=.701>.05) which means the group variances are treated equally which fulfilled the
assumption of t-test. The evidence shows in the above table that P-value is statistically
not significant (P=.38>.05). Resultantly, no significant mean difference is found in male
and female views about OC. Thus, the research hypothesis (H9) is hereby accepted.
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H10: There is no significant difference in the stance of male and female IPEs regarding
their JS
Table 4.35: Showing gender-wise mean difference in job satisfaction (JS)
IPEs Leven’s
test
Male Female
M SD N M SD N T P
OC 3.88 .4469 105 3.92 .5268 63 .028 -.496 .62
P>.05
Table 4.35 indicates comparison between male and female IPEs views regarding
job satisfaction. The table depicts that the value of Leven‘s test is not significant (P=.028
<.05) which means the group variances are not treated equally which fulfilled the
assumption of t-test. The evidence shows in the above table that P-value is statistically
not significant (P=.62>.05). Resultantly, no significant mean difference was found among
male and female views about JS. Thus, the research hypothesis (H10) is hereby accepted.
H11: There is no significant difference in the stance of male and female IPEs regarding
their JP
Table 4.36: Showing gender-wise mean difference in job performance
IPEs Leven’s
test
Male Female
M SD N M SD N T P
OC 4.23 .5088 105 4.44 .3977 63 .041 -2.99 .003
P>.05
Table 4.36 indicates comparison between male and female IPEs views regarding
job performance. The table depicts that the value of Leven‘s test is not significant (P=.041
<.05) which means the group variances are not treated equally which fulfilled the
assumption of t-test. The evidence shows in the above table that P-value is statistically
significant (P=.003<.05). Resultantly, a significant mean difference was found among male
and female views about JP. Thus, the research hypothesis (H11) is hereby rejected.
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Table 4.37: Age wise mean difference in organizational climate, job satisfaction, and
job performance
Variable Sum of Squares df Mean Square F Sig.
OC
Between Groups .343 3 .114
.404 .750 Within Groups 46.435 164 .283
Total 46.778 167
JS
Between Groups .056 3 .019
.067 .971 Within Groups 37.99 164 .232
Total 38.046 167
JP
Between Groups 1.195 3 .398
1.751 .159 Within Groups 37.291 164 .227
Total 38.486 167
Table 4.37 indicates mean difference in organizational climate, job satisfaction and
job performance across age. The table indicates that the Value of F=.404 and P=.750
which is greater than the alpha level of significance. Resultantly, no significant difference
was found in OC across age. Similarly, the value of F=.067 and P=.971>.05 which means
that no significant difference was found in JS and the value of F=1.75 and P=.159>.05
indicates that no significant difference was found in JP across age. Thus, the research
hypotheses (H12, 13, 14) are hereby accepted.
Table 4.38: Experience wise mean difference in organizational climate, job satisfaction,
and job performance
Variable Sum of Squares df Mean Square F Sig.
OC
Between Groups 1.054 3 .351
1.261
.290
Within Groups 45.724 164 .279
Total 46.778 167
JS
Between Groups .004 3 .001
.006
.999
Within Groups 38.42 164 .232
Total 38.46 167
JP
Between Groups .376 3 .125
.539
.656
Within Groups 38.110 164 .232
Total 38.486 167
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Table 4.38 indicates mean difference in organizational climate, job satisfaction,
and job performance across experience. The table indicates that the value of F=.1.261
and P=.290 which is greater than the alpha level of significance. Resultantly, no significant
difference was found in OC across experience. Similarly, the value of F=.006 and P=.999
>.05 which means that there is no significant difference among JS across experience
and the value of F=.539 and P=.656>.05 which indicates that no significant difference is
found in JP across experience. Thus, the research hypotheses (H15, 16, 17) are hereby
accepted.
4.8 Discussion
Organizations are facing different challenges to sustain its performance in the
21st century. These challenges vary from organization to organization but they affect all
organizations irrespective of their structure and size. Organizations are continuously
looking to enhance their performance in order to survive and beat their competitors.
Organizational climate is now becoming more important than before because it plays a
significant role in organizational effectiveness. Researchers consider organizational climate
as a key variable in organizational success (Castro & Martins, 2010; Serrador, Gemino &
Reich, 2018). Organizational climate is the perception of individuals about different aspects
of the organization such as decision-making process, leadership styles, communication
structure, behavioral norms, models of job, and attitude towards task (Alomian, 2010). So,
creating an appropriate climate is one of the vital factors which enhance the performance of
the organization. It also strengthens the confidence and satisfaction level of the personnel.
In other words, the supportive and healthy climate in the organization gives courage and
motivation to employees to their work effectively (Krishnan & Mary, 2012). The internal
environment of the organization affects the state of satisfaction among the employees
working in the organization (Adeniji, 2011).
Teachers are one of the most important parts of professionals contributing to
nurture the future. The education system is collapsed without teachers. So, the teacher's job
performance plays a crucial role in organizational performance. Teacher job performance
refers to the list of tasks that are performed by the teacher in a particular school system
in order to accomplish school objectives (Selamat et al., 2013). Teachers‘ behavior and
attitude towards their work could be determined by school climate. Disengagement,
esprit, hindrance, and intimacy measure teachers‘ behavior. Therefore, the present study
was conducted to investigate the effect of organizational climate upon job satisfaction
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and job performance of Instructors Physical Education (IPEs) of Khyber Pakhtunkhwa.
The data was collected from Instructors of Physical Education (IPEs) working in
higher secondary schools of KP about three main variables of the research
(organizational climate, job satisfaction, and job performance). Different inferential
statistic was applied to test the hypotheses such as linear, multiple regression, t-test, and
ANOVA to test the hypotheses. The first objective of the study was to determine the
effects of organizational climate upon the job satisfaction of IPEs in GHSS of KP,
Pakistan. The result of the study indicated that there is a significant relationship between
organizational climate and job satisfaction. The same result was mentioned by Peek
(2003), Vasudevan and Iqbal (2018) they found that a positive and supportive
organizational climate provides a sense of autonomy in employees, an environment
of establishing relationship, recognition of employees‘ achievement and a high
satisfaction level. The result of the study is in line with Milner, Fisher & Chandraprakash
(2007). They investigated the relationship between organizational climate and job
satisfaction. They resulted that organizational climate is strongly correlated with job
satisfaction. The finding of the present study indicates that the effect of organizational
climate upon job satisfaction is significant. The result of the present study supported
Sargent and Hannum (2005). They found that organizational climate is a cause to
increase the job satisfaction of teachers. Additionally, they found that 9% variation is
explained by organizational climate in job satisfaction. The study conducted by
Vijayalakshmi et al. (2017) about the impact of organizational climate on job
satisfaction, found that organizational climate has a moderate effect on job satisfaction.
Organizational climate is not the only factor that enhances the satisfaction level but
some other factors such as appraisal, employee engagement, review meetings, leaves, and
transportation are satisfying the staff members of the organization. The result of the study is
in line with Singh, Chauhan, Agrawal and Kapoor (2011). They explored that
organizational climate has a significant effect upon job satisfaction. A favorable and
supportive climate improved the satisfaction of employees. The result of the study is
supported by Ghavifekr and Pillai (2016), Jing, Avery and Bergsteiner (2011). They found
that OC is positively and significantly correlated to job satisfaction. They found that OC is
an essential factor that increases the satisfaction level of employees.
The second important objective of the study was to determine the effects of
organizational climate upon the job performance of IPEs in GHSS of KP. So, the result
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of the study drawn from the analysis indicated that the effect of organizational climate
on job performance is significant. Same result was given by Selamat et al. (2013). They
explored that organizational climate has a significant contribution in the performance of
teachers. Moreover, climate influences the behavior of the employees working in the
organization which in turn affects their performance. They infer that climate is an
important factor that affects the employees‘ behavior and activities performed in the
organization. The result of the present study is in line with a study conducted by Raza
(2010). He found that there is a high correlation between the organizational climate and
the performance of teachers. Teachers‘ performance is better in an open climate as
compared to a closed climate. Furthermore, the supportive climate is an environment of
the organization that brings positive change in the working behavior of the employees
to accomplish the organizational objectives. The result of the current research is
supported by the study conducted by Balkar (2015). He considered organizational
climate is an essential factor that enhances teacher‘s performance. He found that
organizational climate significantly affects employee performance and provide
opportunities to show innovative behavior. High job performance can be observed
through a supportive and positive climate in an organization. There is a high
performance showed by the teachers where there is teamwork and autonomy of work
in the organization. Same result is given by Cingöz and Akdoğan (2011), Jusmin, Said,
Bima and Alam (2016). They found that OC has a significant impact on JP.
Additionally, the environment of the school encourages high performance of the
teachers characterized by a supportive climate of the school. In this regard, school
principal plays a significant role to establish a conducive climate in the school in order
to achieve the desired objectives. The result of the current study is in line with the study
of Bhat and Bashir (2016), and Jing et al. (2011). They found that OC is correlated
positively and significantly to job performance. OC is an essential factor in terms of
increasing the high job performance of employees. Teachers work effectively by
providing resources and supporting the environment in order to increase their performance.
The study has also the objective that determines the effect of organizational
climate‘s dimensions separately upon the job satisfaction and job performance of IPEs
in GHSS of KP. The result of the study indicates that there is a significant impact of
different dimensions (conflict management, role clarity, career development,
innovation, reward system, respect, teamwork, quality service, planning and decision
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making, communication) of organizational climate on the teachers‘ job satisfaction. Same
result was mentioned by Ahmad, Jasimuddin and Kee (2018). They worked on a few
dimensions of organizational climate and found that reward, support and responsibilities,
and overall organizational structure have a significant impact on job satisfaction.
Dimensions of organizational climate are important determinants of job satisfaction. The
results of the present study are in line with Rahimic (2013). He found that organizational
climate intercedes work and inter-personal relations, and influences the processes of
communication, problem-solving, learning, motivation, and efficiency.
The result of the present study indicates that there is a significant impact of different
dimensions (conflict management, role clarity, career development, innovation, reward
system, respect, teamwork, quality service, planning and decision making, communication)
of organizational climate on the teachers‘ job performance. Same result was mentioned
by Raza (2010). He worked on a few of the dimensions which include consideration,
product emphasis, respect, reward, autonomy, intimacy, and esprit. He found that teachers‘
job performance is positively correlated with different dimensions of organizational climate.
To see the difference in views of IPEs regarding organizational climate, job
satisfaction, and job performance is another important objective. So, the result of the
present study showed that there is no significant difference in views of IPEs regarding
organizational climate which is provided in their respective institutions and their job
satisfaction. The results of the present study are in line with the study of Bhat and Bashir
(2016). They found that both male and female teachers have the same opinion regarding
organizational climate and job satisfaction both are satisfied with their job. The
researchers further mentioned that there is no reward system in the Government sector
schools and fewer opportunities in career development. The result of the present study
indicates that there is a significant difference between male and female teachers
regarding performance. The result of the current study is in line with Atta (2012), Bhat
and Bashir (2016), Nadeem et al. (2011). They found significant difference in male and
female teachers regarding job performance. Female teachers perform better as
compared to male teachers in terms of students‘ academic achievement. The current
study shows that there is no age and experience wise significant difference in the stance
of IPEs about OC provided in their respective institutions, their job satisfaction, and job
performance. The results of the current study are in line with (Rao, 2014), (Samaiya, 2015)
and (Hassan & Olufemi, 2014). They found that age and years in service or experience
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have no impact on climate, satisfaction, and job performance. On the other hand, Ng and
Feldman (2008) concluded that after the age of 50 years performance of the employees
starts declining but Sturman (2003), Concialdi (2014) and (McDaniel, Pesta & Banks,
2012) are of the view that all the employees do not face performance decline with the
increase in age and in some jobs age and experience improve satisfaction and performance.
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Chapter 5: Summary, Findings, Conclusion, Recommendations and
Implications
This chapter deals with the overview of the study and findings of the study.
The chapter also entailed the conclusion of the study based on research findings.
Recommendations of the study and future direction were also given in this chapter and
the last part of the study was comprised of research implication.
5.1 Summary of the study
The present study was designed to explore the effect of organizational climate
upon job satisfaction and job performance of Instructors Physical Education (IPEs) of
Khyber Pakhtunkhwa. The objectives of the study were, a) to determine the effect of
organizational climate upon the job satisfaction of IPEs in GHSS of KP, b) to
determine the effect of organizational climate upon the job performance of IPEs in
GHSS of KP, c) to determine the gender-wise effect of organizational climate upon
the job satisfaction and job performance of IPEs in GHSS of KP, d) to determine the
effect of organizational climate‘s dimensions separately upon the job satisfaction and job
performance of IPEs, e) to determine the mean difference between the response of IPEs
regarding organizational climate, job satisfaction and job performance in GHSS of KP,
Pakistan in respect of their demographic attributes (Gender, Experience, and Age). The
research hypotheses were framed and tested to achieve the research objectives.
The research was conducted in Government Higher Secondary Schools of Khyber
Pakhtunkhwa. The present study was descriptive by nature. All male and female IPEs
constituted the target population. There are 171 IPEs who were chosen through pro-
portionate random sampling technique. The researcher used questionnaire in order to
gather primary data from teachers about research variables (OC, JS, and JP). The content
validity of the questionnaire was assessed through CVR formula based on expert opinions
whereas the reliability of the questionnaire was estimated through SPSS and Cronbach's
Alpha was recorded .977. The data was analyzed by using inferential statistics like Pearson
Product Correlation, linear and multiple regression, t-test, and ANOVA in order to test the
hypotheses.
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5.2 Research findings
The researcher has drawn the following research findings on the basis of data
analysis which had done in chapter 4:-
1) The result shows that the relationship between organizational climate and job
satisfaction is positive and significant (r=.363, P=.000<.05). (Table 4.18).
2) The analysis of data indicates that there is a significant effect of organizational
climate upon job satisfaction (JS) of IPEs of Khyber Pakhtunkhwa. The value of
R2=.131 infers that 13% change is explained by the independent variable in the
dependent variable (JS). The result shows that the value of F= 25.129 and P=.000
<.05 which infer that the hypothesis (HA1) is accepted and the model is fit on the
basis of evidence. The value of B (.327) indicates that a unit increase in independent
variable will bring .327 units change in the dependent variable (JS) (Table 4.19 a,
b, c).
3) The result shows that the relationship between organizational climate and job
performance is positive and significant (r=.375, P=.000<.05) (Table 4.20).
4) The analysis of data indicates that there is significant effect of organizational
climate upon the job performance of IPEs. The value of R2=.141 infer that 14%
change explained by the independent variable in dependent variable. The result
shows the value of F= 27.229 and P=.000<.05 which infer that hypothesis (HA2)
is accepted and model is fit on the basis of evidence. The value of B (.340) indicates
that a unit increase in independent variable will bring .340 units change in the
dependent variable (Table 4.21 a, b, c).
5) The result shows that the relationship between organizational climate and job
satisfaction (JS) of male IPEs is positive and significant (r=.430, P=.000<.05)
(Table 4.22).
6) The analysis of data indicates that there is significant effect of organizational
climate upon job satisfaction (JS) of male IPEs. The value of R2=.185 infer that
18% change explained by the independent variable in dependent variable (JS).
The result shows that the value of F= 23.419 and P=.000<.05 which infer that
hypothesis (HA3) is accepted and the model is fit on the basis of evidence. The
result also indicates that B (.366) which means that a unit increase in independent
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variable will bring .366 units change in the dependent variable (JS) (Table 4.23 a,
b, c).
7) The result shows that the relationship between organizational climate and job
performance of male IPEs is positive and significant (r=.395, P=.000<.05) (Table
4.24).
8) The analysis of data indicates that there is significant effect of organizational
climate upon the job performance of male IPEs. The value of R2=.156 infer that
15% change explained by the independent variable in dependent variable. The
result shows that the value of F= 19.010 and P=.000<.05 which infer that hypothesis
(HA4) is accepted and the model is fit on the basis of evidence. The result also
indicates B (.382) which shows that a unit increase in independent variable will
bring .382 units change in the dependent variable (Table 4.25 a, b, c).
9) The result shows that the relationship between organizational climate and job
satisfaction (JS) of female IPEs is positive and significant (r=.266, P=.03<.05)
(Table 4.26).
10) The analysis of data indicates that there is significant effect of organizational
climate upon job satisfaction (JS) of female IPEs. The value of R2=.07 infer that
7% change explained by the independent variable in dependent variable (JS). The
result shows that the value of F= 4.661 and P=.035<.05 which infer that hypothesis
(HA5) is accepted and the model is fit on the basis of evidence. The result also
indicates B (.262) which shows that a unit increase in independent variable will
bring .262 units change in the dependent variable (JS) (Table 4.27 a, b, c).
11) The result shows that the relationship between organizational climate and job
performance of female IPEs is positive and significant (r=.328, P=.000<.05)
(Table 4.28).
12) The analysis of data indicates that there is significant effect of organizational
climate upon the job performance of female IPEs. The value of R2=.108 infer
that 10% change explained by the independent variable in dependent variable.
The result shows that the value of F= 7.363 and P=.009<.05 which infer that
hypothesis (HA6) is accepted and the model is fit on the basis of evidence. The
result also indicates B (.243) infers that a unit increase in independent variable
will bring .243 units change in the dependent variable (Table 4.29 a, b, c).
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13) The result shows that the relationship between different dimensions of OC and
job satisfaction (JS) is positive and significant. The result is showing that there
is a moderate association between the dimensions of OC role celerity (r=.650),
communication (r=.691), planning and decision making (r=.615), and conflict
management and JS (r=.567). The table also depicts that there is a strong association
between the dimension of OC reward system (r=.759), career development (r=.745),
and teamwork (r=.890) (Table 4.30).
14) The analyses of data regarding the effect of different dimensions of organizational
climate on job satisfaction indicates that there is significant effect of Ten (10)
dimensions of organizational climate upon the job satisfaction (JS) of IPEs. The
result shows that value of R2=.203 infer that 20% change explained by the 10
dimensions of independent variable in dependent variable (JS). The result shows
the value of F= 3.988 and P=.000<.05 which infer that hypothesis (HA7) is accepted
and model is fit on the basis of evidence (Table 4.31 a, b, c).
15) The result shows that the relationship between different dimensions of OC and
job performance is positive and significant. The result is showing that there is a
moderate association between the dimensions of OC (role celerity (r=.581),
respect (r=.675) and conflict management and JP (r=.567). The table also depicts
that there is a strong association between the dimension of OC (reward system
(r=.789), career development (r=.849), and quality service (r=.778) (Table 4.32).
16) The data analysis regarding the effect of different dimensions of organizational
climate on job performance indicates that there is significant effect of Ten (10)
dimensions of organizational climate upon the job performance of IPEs. The result
displays that value of R2=.237 infer that 23% change explained by the 10 dimension
of independent variable in dependent variable. The result shows the value of F=
4.864 and P=.000<.05 which infer that hypothesis (HA8) is accepted and model is
fit on the basis of evidence (Table 4.33 a, b, c).
17) The result of the study indicates that there is no significant difference in views
of male and female IPEs regarding OC provided in their respective institutions.
P-value is statistically not significant (P=.38>.05). So, it is inferred that no
significant mean difference found in male and female views about OC and null
hypothesis (H09) is accepted (Table 4.34).
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18) The result of the study indicates that P-value is statistically not significant (P=.62
>.05). So, it is inferred that no significant mean difference was found in male
and female views about JS (Table 4.35).
19) The result of the study indicates that P-value is statistically significant (P=.003
<.05). So, it is inferred that a significant mean difference was found in male and
female views about JP (Table 4.36).
20) The data analysis reveals that F=.404 and P=.750 which is greater than the alpha
level of significance. Resultantly, no significant difference was found in OC
across age. Similarly, the value of F=.067 and P=.971>.05 which resulted that
no significant difference is found in JS and the value of F=1.75 and P=.159>.05
which indicates that no significant difference is found in JP across age (Table
4.37).
21) The data analysis reveals that F=.1.261 and P=.290 which is greater than the
alpha level of significance. Resultantly, no significant difference was found in
OC across experience. Similarly, the value of F=.006 and P=.999>.05 which
resulted that no significant difference is found in JS and the value of F=.539 and
P=.656>.05 which indicates that no significant difference is found in JP across
experience (Table 4.38).
5.3 Conclusion
On the basis of the findings of the study, the researcher finally arrived at the stage,
to sum up, all the details:-
The first objective of the study was to investigate the effect of Organizational
climate upon job satisfaction of IPEs. There is no doubt that climate plays a significant
role in organizational effectiveness. It is considered as a key variable and an essential
factor in organizational success. So, administrators focus to create a healthy climate to
achieve organizational objectives. It is one of the leading factors which influence
employee job satisfaction. The result of the present study indicates that the effect of
organizational climate on job satisfaction is significant. So, it is concluded that OC is a
vital factor that influences job satisfaction. If an organization creates a pleasant and
healthy environment in which employees feel secure then it significantly affects their state
of satisfaction.
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The second objective of the study was to examine the effect of Organizational
climate on the Job Performance of IPEs. On the basis of the recorded perception of the
respondents the researcher found that there is a significant effect of OC upon JP. So, it is
concluded that Organizational Climate is positively correlated with job performance. A
healthy climate of the organization enhances the performance of the employees.
The third objective of the study was to determine the gender-wise effect of
Organizational Climate upon the Job Satisfaction and Job Performance of IPEs. The study
concluded that there is significant effect of OC upon JS and JP of both male and female
IPEs.
Another main purpose of the study was to investigate the effect of different ten
dimensions of OC on JS and JP. The study indicates that there is a significant impact of
different dimensions (Conflict Management, Role Clarity, Career Development,
Innovation, Reward system, Respect, Teamwork, Quality service, Planning and Decision
making, Communication) of organizational climate on job satisfaction and job
performance of IPEs. Thus, it is concluded that dimensions of OC perceived as indirectly
affecting the job satisfaction of individuals also contributing significantly to job
satisfaction and Job Performance. The result of the study concluded that there is no reward
system and lack of respect in the community that causes the decline of satisfaction among
employees (negative beta value). It is also concluded that communication skills,
innovation, teamwork, and quality service enhance the teachers' Job Performance.
The study concluded that the conflict management styles of educational managers
are important for the accomplishment of organizational objectives. The performance of
teachers is badly affected by mishandling conflict in the institutions. The study concludes
that effective communication creates mutual understanding between management and
workers which helps in building genuine relationship among both principals and IPEs in
the organization. So, correspondence is a way through which the undertaking and the
resources expected to complete a task, the jobs and obligations, and the estimated
outcomes are made known to the subordinates which makes work simpler for better
execution.
The study concluded that if teachers are clear about their role, objectives of their
position, and organizational objectives then it significantly influences their performance.
Organizations that have put emphasis on teams have resulted in better performance of
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employees, more prominent profitability, and better critical thinking at work. Therefore it
should be made conceivable to plan an arrangement of group work inside each association
for representatives so as to advance and disseminate best practices and increased
productivity. In other words, collaboration is a system that can possibly improve the
exhibition of people and associations.
The fifth main purpose of the study was to compare the perceptions of IPEs about
organizational climate, Job Satisfaction, and Job Performance. The study concluded that
there is no significant difference in the IPEs‘ views about OC and JS. So, it is concluded
that most of the teachers are satisfied with their job and organizational climate. Most of
the schools are well equipped with facilities, proper service structure, and adequate salary.
They are satisfied with their teaching profession which strengthens their level of
satisfaction. But, it is found that the difference in the male and female IPEs performance
is significant. The study concluded that female IPEs performed well as compared to male
IPEs. IPEs have same views about organizational climate and Job Satisfaction across age
and and experience.
5.4 Recommendations of the study
Following recommendations are made on the basis of conclusions:-
1) The study generated the result that organizational climate has a significant influence
on job satisfaction. So, it is recommended that organizations may focus to create a
supportive and healthy climate to gain the loyalty and belongingness of the
employees. For this purpose, the School Principal may create an environment of
cooperation, teamwork, proper supervision, and respect in order to strengthen
the state of satisfaction of IPEs.
2) The result of the study indicated that organizational climate has a significant
influence upon IPEs job performance. Organizational climate is one of the
important elements which enhance the performance of the IPEs. As a result, it is
suggested that school Heads should concentrate on the reward system, motivation
of employees, effective supervision of IPEs, and involve them in the decision-
making process to improve their performance at school.
3) The study recommended that the Government may develop the mechanism of
the reward system in the elementary and secondary education department. In the
current scenario, the government introduced incentive program at the secondary
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level but there is no such program introduced by the Govt. at Higher Secondary
level.
4) The study also recommended that the environment of respect may be created in the
school to get the maximum level of satisfaction and performance. For this purpose,
respect for each other‘s ideas in the decision-making process is necessary. School
heads may give weightage to every teacher‘s idea which creates a sense of caring.
5) The Head of the School who has limited teamwork must initiate utilizing it by
continually arranging training and improvement programs for IPEs on how to
develop and work in teams before its application to improve school performance.
6) The result of the study indicates that there is a significant difference between
male and female IPEs‘ performance. Additionally, female IPEs perform well than
male IPEs. So, it recommended that workshop and professional development
training may arrange by the government in different areas of teaching like
classroom management, effective communication skills, assessment strategies
and create a conducive environment in the classroom.
5.5 Suggestions for future researchers
Following some suggestions are made for future researchers on the bases of
findings and conclusions:-
1) The study was conducted in Government Higher Secondary Schools by taking IPEs
as main participants of the study. The future researcher may conduct this study
at the tertiary (College and University) level by taking professors, associate, and
assistant professors.
2) The data was collected from IPEs about the research variables (OC, JS, and JP).
Further study may be conducted by collecting data from School Heads about OC
and JS to get a broader view of the research problem.
3) Researcher used ten (10) dimensions of organizational climate developed by
Furnham and Goodstein (1997). The future researcher may take the Halpin and
Croft (1963) questionnaire for the organizational climate.
4) The study was conducted in Khyber Pakhtunkhwa. Further study may investigate
the research problem in other provinces of the country.
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5.6 Research implications
The present study was aimed to examine the effect of organizational climate
upon job satisfaction and performance of Instructors Physical Education (IPEs) of Khyber
Pakhtunkhwa. The study has theoretical as well as policy implications. Theoretically, it
has advanced and confirmed the application of the theoretical approach of organizational
climate. In light of theoretical underpinnings, the current research provides the empirical
evidence that organizational climate is one of the important factors which strengthens the
state of satisfaction of the employees and improves the employees‘ performance. The
first practical contribution of the study is providing empirical evidence about the effect
of organizational climate upon job satisfaction and performance of the Instructors Physical
Education (IPEs). Therefore, School Heads should emphasize to develop a positive climate
in the school to get the maximum result. Most of the studies regarding present research
have been conducted at Higher education institutions and business industries. In light of
such fact, the researcher has taken a central concern by addressing the problem regarding
the effect of organizational climate upon Job satisfaction and performance of IPEs.
This study has great importance for policymakers. This study provides documented
evidence to Apex bodies of Elementary and Secondary Education Department that
organizational climate is one of the important elements which cannot be ignored. Policy-
makers may use the findings of the present research to develop a positive climate in the
school in which the satisfaction level and performance of the IPE is upgraded.
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Appendices
Appendix-A
Dear Respondent!
The researcher is conducting his Ph.D research on the topic ―Effect of Organizational
Climate upon Job Satisfaction and Job Performance of Instructors Physical
Education in Government Higher Secondary Schools of Khyber Pakhtunkhwa,
Pakistan”. This questionnaire is purely for academic research purpose. The information
you provide will be kept confidential and privacy is assured. Thank you in advance for
your co-operation.
Muhammad Safdar Luqman
(PhD Scholar)
Department of Sports Sciences and
Physical Education, Gomal
University, Dera Ismail Khan
Personal Profile
1. Name: _________________ 2. Name of the institution_______________
3. Gender: ________________ 4. Age: _____________________________
5. Experience: _____________
Note: How far do you Agree and Disagree with the following statement using 5-Point
Scale?
Strongly Disagree Disagree Neither agree/
disagree
Agree Strongly Agree
1 2 3 4 5
Page 167
150
Organizational Climate
Facets S# Statement SDA DA UD A SA R
ole
Cla
rity
1 I clearly understand the objectives of my Job. 1 2 3 4 5
2 I am clear about my priorities at work. 1 2 3 4 5
3 I know my responsibilities in school. 1 2 3 4 5
4 I know exactly what I am expected to do. 1 2 3 4 5
5 I consider work at school as the best use of
experience.
1 2 3 4 5
6 I have no role conflict in my job. 1 2 3 4 5
Res
pec
t
7 My colleagues make me feel valued at School. 1 2 3 4 5
8 I value my colleague in the school. 1 2 3 4 5
9 My colleague value my ideas in the school
meeting.
1 2 3 4 5
10 My School respects the visitors coming from
other department.
1 2 3 4 5
11 My job has respect in the society. 1 2 3 4 5
Com
mu
nic
ati
on
12 The institution communicates all the needed
information to carry out my work.
1 2 3 4 5
13 Faculty members in the school do not spend too
much time on unessential.
1 2 3 4 5
14 I am kept adequately informed about significant
issues related to the school.
1 2 3 4 5
15 My school effectively coordinates with
community and other departments.
1 2 3 4 5
16 The communication structure of the school is
well-established.
1 2 3 4 5
17 My school collects needed information for its
functioning from stakeholders.
1 2 3 4 5
18 I have adequate opportunities to express my
views in the school.
1 2 3 4 5
19 I work effectively because other teachers
communicate regularly with me.
1 2 3 4 5
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151
Rew
ard
Syst
em
20 Good work is recognized appropriately. 1 2 3 4 5
21 The reward system is well established in the
school.
1 2 3 4 5
22 I am satisfied with my job 1 2 3 4 5
Care
er
Dev
elop
men
t
23 Promotion structure is properly maintained in
education department.
1 2 3 4 5
24 Performance appraisal means are adequate in the
school.
1 2 3 4 5
25 Career development opportunities are available
in the department.
1 2 3 4 5
Pla
nn
ing a
nd
Dec
isio
n M
ak
ing
26 Planning work is carried out appropriately in the
school.
1 2 3 4 5
27 I am allowed to participate in decision making
process that effects my work.
1 2 3 4 5
28 I am delegated responsibility and authority to
appropriate that to my expertise.
1 2 3 4 5
29 I am given responsibility only for the work that I
can influence, upon.
1 2 3 4 5
30 My school Principal consults with me before I
take action.
1 2 3 4 5
Inn
ovati
on
31 The immediate boss encourages my
innovativeness.
1 2 3 4 5
32 Innovative methods are employed according to
the situation.
1 2 3 4 5
Tea
mw
ork
an
d S
up
port
33 Academic objectives are achieved through
teamwork.
1 2 3 4 5
34 School Principal develops good relationship
with all teachers to maintain good environment
in the school.
1 2 3 4 5
35 Environment in the school is supportive. 1 2 3 4 5
36 I established friendly rapport with my
colleagues.
1 2 3 4 5
37 I am rarely put under undue work pressure by
my colleagues.
1 2 3 4 5
38 Colleagues support me when I am
overburdened.
1 2 3 4 5
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152
Qu
ali
ty S
ervic
e 39 The school has quality standards to provide
good learning environment.
1 2 3 4 5
40 When it comes to the provision of our services,
we do the best.
1 2 3 4 5
41 School has no compromise on quality education. 1 2 3 4 5
Con
flic
t
Man
agem
ent
42 Conflicts are constructively and positively
resolved in the schools.
1 2 3 4 5
43 Team work prevents conflicts from happening
and getting out of hands in the School.
1 2 3 4 5
44 Positive competition is encouraged by the
institution.
1 2 3 4 5
Job Satisfaction
Facets S# Statement SDA DA UD A SA
Sala
ry
1 I am satisfied with my salary. 1 2 3 4 5
2 Money is not the soul criterion for teaching
profession.
1 2 3 4 5
3 Department pays less and demand more work. 1 2 3 4 5
4 If I could earn the same or more money, I
would leave this profession.
1 2 3 4 5
5 My teaching job provides a satisfactory
standard of living for my family.
1 2 3 4 5
6 The increase in salary is adequate every time by
the competent authorities.
1 2 3 4 5
Tea
chin
g P
rofe
ssio
n
7 Teaching is a respectable profession. 1 2 3 4 5
8 A teacher is always a learner. 1 2 3 4 5
9 Teaching profession bring mental satisfaction
to the teacher.
1 2 3 4 5
10 Teaching enables me to make sound
contribution of society.
1 2 3 4 5
11 Teaching profession has become dull over the
years.
1 2 3 4 5
12 Teaching profession is more strenuous than any
another profession.
1 2 3 4 5
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153
13 Teacher profession is better than any other
profession in many aspects.
1 2 3 4 5
14 Teaching profession develops one‘s personality
and character.
1 2 3 4 5
15 I feel proud of my profession. 1 2 3 4 5
Pro
moti
on
Str
uct
ure
16 Timely promotion enhances my interest in
teaching profession.
1 2 3 4 5
17 I am satisfied that I shall get promotion at the
appropriate time.
1 2 3 4 5
18 Instructors Physical Education are promoted
according to their abilities.
1 2 3 4 5
19 There are enough promotional avenues in my
profession.
1 2 3 4 5
20 Proper service structure is established by the
department.
1 2 3 4 5
Gro
up
work
21 School objectives are achieved through teamwork. 1 2 3 4 5
22 I keep contact with school staff during holidays. 1 2 3 4 5
23 Work in group is encouraged in school. 1 2 3 4 5
24 The teacher of my school work together 1 2 3 4 5
Work
ing C
on
dit
ion
25 The feeling of going to school gives me
immense pleasure.
1 2 3 4 5
26 Teachers are free to express their opinion. 1 2 3 4 5
27 Teachers get respect from students which they
deserve.
1 2 3 4 5
28 There is democratic environment in the school. 1 2 3 4 5
29 Close teacher‘ student relation are helpful in
achieving good result.
1 2 3 4 5
30 Teacher is free to take decision in the classroom. 1 2 3 4 5
31 School Principal cooperates with teachers in
their work.
1 2 3 4 5
32 School principal trust on teaching faculty. 1 2 3 4 5
33 Enough instructional material are available in
the school to teach students effectively.
1 2 3 4 5
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154
Su
per
vis
ion
34 School principal guide their teachers. 1 2 3 4 5
35 My school Principal makes my work easier and
pleasant.
1 2 3 4 5
36 School Principal visits classrooms on regular
basis.
1 2 3 4 5
37 School Principal play a role of mentor in the
school.
1 2 3 4 5
38 Principal promotes a sense of belongingness
among the teachers.
1 2 3 4 5
39 My principal remains impartial in the school. 1 2 3 4 5
40 Teachers do not hesitate to discuss their
problem with principal.
1 2 3 4 5
41 Principal make effective use of teachers‘ skills
in the school.
1 2 3 4 5
Job Performance
Su
bje
ct M
att
er K
now
led
ge
S# Statement SDA DA UD A SA
1 Elaborate each and every step of the lesson to
clarify the message.
1 2 3 4 5
2 Repeat and explain the difficult portions of the
lesson.
1 2 3 4 5
3 Explain topics with the help of appropriate
daily life examples
1 2 3 4 5
4 Have sufficient knowledge and command over
the subject matter.
1 2 3 4 5
5 Link topics with other discipline. 1 2 3 4 5
6 Stay on subject while teaching. 1 2 3 4 5
Inst
ruct
ion
al
pla
nn
ing a
nd
stra
tegie
s
7 Manage all sports activities in schools and
district level.
1 2 3 4 5
8 Properly plan lesson before teaching. 1 2 3 4 5
9 Take feedback before starting a new topic 1 2 3 4 5
10 Use adequate methods/strategies according to
the topic and level of the students.
1 2 3 4 5
11 Complete the course within time. 1 2 3 4 5
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155
12 Use AV Aids (like Charts, models, pictures
etc.) during teaching.
1 2 3 4 5
13 Follow the method from easy to difficult
during teaching.
1 2 3 4 5
14 Judge the ability of students and teach
accordingly.
1 2 3 4 5
15 Answer the questions up to the satisfaction of
students.
1 2 3 4 5
16 Use ICT (Information and Communication
Technologies) while teaching to keep my
knowledge up-to-date.
1 2 3 4 5
Stu
den
ts’
ass
essm
ent
17 Formally evaluate the tests and assignments of
the students
1 2 3 4 5
18 Check the previous knowledge of the students. 1 2 3 4 5
19 Identify and attempt to solve the difficulties of
students.
1 2 3 4 5
20 Ask questions at the end of class. 1 2 3 4 5
21 Observe the activities of students in the school. 1 2 3 4 5
22 Assign and check homework and other
academic tasks regularly.
1 2 3 4 5
23 Conduct Practical Examination. 1 2 3 4 5
Com
mu
nic
ati
on
24 Use verbal communication while teaching. 1 2 3 4 5
25 Use easy language while teaching. 1 2 3 4 5
26 Apply written communication in teaching
learning process.
1 2 3 4 5
27 Listen to every student patiently and then
reply.
1 2 3 4 5
28 Comprehend facial expressions and body
language.
1 2 3 4 5
Org
an
izin
g s
port
s
an
d p
hysi
cal
act
ivit
ies
29 Explore the talented students. 1 2 3 4 5
30 Train talented students. 1 2 3 4 5
31 Encourage students for sports activities. 1 2 3 4 5
32 Prepare students for various events like Inter
Board Sports Tournaments.
1 2 3 4 5
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156
33 Carry out scouts activities in school. 1 2 3 4 5
34 Control discipline in the school 1 2 3 4 5
35 Control all physical activities in the school 1 2 3 4 5
36 Regularly conduct sports competition 1 2 3 4 5
37 Try to bring out the potentialities of the
students on surface
1 2 3 4 5
38 Motivate the students to participate at national
and international level sport
1 2 3 4 5
39 Try to make them realize that sports and
physical activities are important for healthy life
1 2 3 4 5
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159
Appendix-D
List of Experts
S# Name of Expert Sex Designation Teaching
Experience
Institution
1 Dr. Salahuddin Khan, Male Professor 28 years Department Sports Sciences and Physical
Education, Gomal University D.I.Khan
2 Dr. Jalil-ur-Rehman
Baloch,
Male Professor 34 years Department Sports Sciences and Physical
Education, Gomal University D.I.Khan
3 Dr. Zia-ul-Islam, Male Lecturer 12 years Department Sports Sciences and Physical
Education, Gomal University D.I.Khan
4 Mr. Wasim Khan Male Lecturer 12 years Department Sports Sciences and Physical
Education, Gomal University D.I.Khan
5 Dr. Malik Amir Atta Male Associate
Professor
18 years Institute of Education and Research,
Gomal University D.I.Khan
6 Dr. Allah Noor Male Associate
Professor
16 years Institute of Education and Research,
Gomal University D.I.Khan
7 Mr. Asif Abbass Male DPE 12 years Department Sports Sciences and Physical
Education, Gomal University D.I.Khan
8 Dr. Faheem Khan Male Subject
Specialist
13 years Government Higher Secondary School
Daraban Kalan
9 Dr. Liaquat Hussain Male Director 14 years Institute of Education and Research,
Gomal University D.I.Khan
10 Dr. Zafar Khan Male Associate
Professor
16 years Institute of Education and Research,
Gomal University D.I.Khan
11 Dr. Qayyum Nawaz Male Subject
Specialist
20 years Government Higher Secondary School
Ramak
12 Dr. Shakeel Hussain Male Principal 22 years Government Higher Secondary School
Muryali
13 Dr. Sibtain Khan Male Subject
Specialist
11 years Government Higher Secondary School
Daraban Khurd
