Value Addition in Faculty Performance: The Role of Organizational Culture in Higher Education Institutions of Pakistan
DOI:
https://doi.org/10.62997/psi.2025b-42071Keywords:
Organizational Culture, Faculty Performance, Higher Education Institutions, Collegiality, Professional Development OpportunitiesAbstract
This study investigates the relationship between organizational culture and teachers' work performance in various universities of Pakistan. The study begins by reviewing existing literature on the organizational culture and teachers work performance, highlighting the gaps in current research area. The core idea is to set the organizational culture in the way of adding value to faculty performance. A quantitative research approach was employed and a survey questionnaire was administered to a sample of 500 teachers from public and private universities in Pakistan. Semi-structured questionnaire was also conducted with 240 participants to gain deeper insights into their experiences and perceptions. The study explores the differences in organizational culture between public and private sector universities. It also examines the relationship between organizational cultures and teachers work performance in universities. The study results reveal significant correlations between faculty performance and various organizational, motivational and job satisfaction factors. Specifically, administration exhibited strong correlations with work execution (0.434), educational culture (0.578), collegiality (0.465), motivation (0.521), and job satisfaction (0.341 and 0.372). Similarly, teaching showed strong correlations with work execution (0.429), educational culture (0.403), collegiality (0.376), motivation (0.425), and job satisfaction (0.402 and 0.492). In contrast, research has shown weak and insignificant correlations with most factors, except a weak positive correlation with job satisfaction related to salary (0.098). The study highlights the importance of creating a positive organizational culture in universities to enhance teachers' work performance and ultimately improve student outcomes. The findings have implications for university administrators and policymakers seeking to improve the quality of education in higher education institutions.
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