Impact of teachers’ social capital on their professional performance: A narrative inquiry

Abstract

The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of the students. Owing to financial constraints, the parents were more inclined to engage their children for earning and part time job. Moreover, lack of awareness, jobless white collars in their surroundings, labouring and earning livelihood far away from home are the reasons that they take negligible interest in contributing to the success of their children.