Psychosocial Workplace Design Factors and Its Relationship with Teachers’ Performance at Secondary Level

Abstract

Teachers’ performance in their school settings are directly link with many factors which may increase their job performance or have a negative effects on teaching and learning process.This research was specially designed to find the correlation between psychosocial workplace design factors and teachers’ performance at secondary level. It was supposed that there is a significant relation between psychosocial factors (support from supervisor, role congruity, leadership style) and secondary school teachers’ performance. 231 secondary school teachers and 33 head teachers were taken as a sample of for study for data collection. The study was descriptive in nature and data was collected by survey research method. After collection of data, Pearson Product Moment Correlation technique was applied to identifying the correlation between psychosocial workplace design factors and teachers’ performance. Two types of questionnaires were used for this research; first was psychosocial workplace design factors questionnaire which was filled by the class teachers and other was filled by the head of school for study the teachers’ performance at their work. The research results showed that there was no significant correlation between psychosocial factors and teachers’ performance. Teachers’ performances in their jobs do not affected by any psychosocial factors. On the behalf of these finding it is recommended that this type of study further carry on different level of education (elementary, high secondary and university level) to confirm the correlation between psychosocial workplace design factors and teachers’ performance.