Abstract
PurposeThis study investigated the in-role and extra-role performance of male and female teachers. Multigroup Analysis is applied to the unique combination of independent variable time pressures, mediating variable psychological empowerment and dependent variable teacher in-role and extra-role performance.Design/methodology/approachThe reason for employing a distinctive methodology is because of male and female characteristics. In addition, data were gathered during COVID-19 using convenient sampling techniques from male and female teachers working in Pakistani higher education institutions.FindingsThe results showed that time has a significant impact on how well male and female teachers do their jobs. According to the gendered characteristics, psychological empowerment significantly intervenes between time pressure and teacher performance. Furthermore, the result provides policymakers with guidelines while assigning the task to teachers.Practical implicationsThis article highlighted the issues of performance under time pressure imposed by an educational institution's employer and developed the mechanism for effective and efficient policies to improve the performance of teachers.Originality/valueUnder the lens of the cognitive theory of load, this study contributes to the literature on time pressure, psychological empowerment and teacher performance by introducing a novel concept and novel research framework.
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