Institutional and faculty role in academic achievements of students: evidence from a public sector university of Pakistan
by Ishfaq Ahmed; Wan Khairuzzaman Wan Ismail; Salmiah Mohamad Amin; Talat Islam
International Journal of Management in Education (IJMIE), Vol. 8, No. 4, 2014

Abstract: Applying the social exchange theory at educational institution, this research endeavour is aimed to find out impact of organisational (institutional) support on teachers' responsive behaviour, and ultimately outcomes of responsiveness in form of students' satisfaction and academic performance. This study was conducted on 32 teachers and 419 students, from the biggest public sector university of Pakistan. These teachers and students belong to ten faculties. Questionnaire was used to elicit response of both the respondent groups. Findings of the study reveal that provision of supportive environment (high perceived organisational/institutional support) positively influences teachers and they respond well towards the needs of students. This responsive behaviour increases both satisfaction and academic performance of students. This research highlights the role of educational institution in improving the quality of their product (students). Practical implications and future directions are also discussed at the end of the article.

Online publication date: Tue, 30-Sep-2014

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