Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/

Journal of Tianjin University Science and Technology

ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

THE IMPACT OF PERFORMANCE APPRAISAL AND MOTIVATION ON

TEACHER'S JOB PERFORMANCE
ABDUL SAMAD DAHRI*1, FARHA ALI HAMZA2, SALMAN BAHIR MEMON3, ABDUL
SAMI , MASSOD AHMED SIDDIQUI 5 and JULIANA6
1*AssistantProfessor, Shaheed Benazir Bhutto University, Pakistan
2Research Scholar, Mohammad Ali Jinnah University, Karachi, Pakistan
3Professor, Shaheed Benazir Bhutto University, Shaheed Benazirabad, Pakistan
4Lecturer, Govt. College University Hyderabad, Pakistan
5Lecturer, Govt. College University Hyderabad, Pakistan
6Research Scholar, Iqra University, Karachi, Pakistan,

*Corresponding author: Abdul Samad Dahri

ABSTRACT
Purpose
This study determines the impact of transformational leadership style, job security, rewards and recognition,
and training programs on teacher’s job performance with the mediating variable of organizational culture to
find out the impact on teacher’s job performance and help to enhance the teacher's job performance.
Design/ Methodology/ approach
The population for this study consisted of 1878 people and the sample consisted of 320 people based on
Krejcie and Morgan (1970) and we used simple random sampling and for finding results we use smart-PLS.
The data was collected online through Google form from government college teachers as they are our
target population in this research.
Findings
Based on the survey results, that the job training and organizational culture, organization culture and
teachers' job performance, transformational leadership style and organizational culture, transformational
leadership style, and teacher’s job performance have a significant relationship. Except whereas job security
and organizational culture, job security and teachers job performance, job training and teacher’s job
performance, reward recognition and organization culture, reward and recognition and teachers job
performance have a negative significant relationship. . Results of the mediating effect of organizational
culture between job security and teacher’s job performance and reward and recognition and teachers job
performance were found to be not significant.
Research Limitations/ Managerial Implications
Based on the data gathered, the respondents are only coming from government colleges in Karachi.
Practical Implication
This study reveals the importance of transformational leadership, job security, rewards & recognition, and
training programs that lead to enhance teacher job performance. Moreover, this signifies the direct role of
leadership role to improve teacher performance.
Social Implication
A teacher who is trained, secured, rewarded, and supported by leadership is more motivated in teaching
and serving the society.
Originality/Value
Teachers’ performance in developing nations lacks proper attention from practical and policy perspective.
This research evaluates teachers’ performance from job training and organizational culture, organization
culture and transformational leadership style on empirical based evidence.
Keywords: Transformational leadership, job- security-rewards, job- performance-organization culture.

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

Introduction
The ability of any organization to continue its operations and achieve its goals mainly
depends on employee performance (Limon & Nartgun, 2020). Anra and Yamin (2017)
argued that teachers’ work performance is the key to improve the quality of an educational
institution because a high level of teacher performance can improve the institution as a
whole. Likewise, a teacher’s job performance is an essential content that reflects the
learning output of students and synchronized the teaching methodologies with student
learning ability to ensure a better outcome. Studies in behavioral psychology and
management have focused on empirically linking organizational performance with the
culture of the organization as well as with employee work performance (Saad & Abbas,
2018). In this way, organizational culture creates an environment of how teachers behave
and work as team members through performance appraisal.
Similarly, teacher job performance not only enhances the potential of the student but also
improves the perception and image of the institute in the mind of the student in terms of
the reputation of colleges which may let management to set organizational goals
according to the build reputation of the institute.
The educational framework keeps on going through a critical change in light of elements,
for example, government strategies, information economy, proceeding with development
popular for more significant levels of instructive achievement, polished skill and
responsibility, monetary turn of events, universalization of training and society-wide
impact of data innovation, requests for expanded admittance and internationalization of
instruction.
The current scenario of government college teacher education programs in Pakistan need
for transformational leadership, training program and compensation and reward system
for improving government college teacher’s performance in the education sector. Need
for higher standards, greater educational choice, more powerful learning, who can be able
to mold teachers to face the challenges and aspirations of the present competitive world
and make them future leaders.
It is said that student performance in the education field is a teacher’s strong effort for him
or her (Bal-Taştan et al., 2018). Therefore, teacher’s work performance plays a significant
part in the success of an educational institution. Currently, Pakistan is confronting
colossal difficulties especially in schooling and because of deficient and incapable
government-funded instruction framework, private schooling is adequately filling those
chances and making enormous benefits (Saeed, Ahmad, Salam, Badshah, and Ali,
2013). Even though the general population and private education are changing and
increasing the value of the framework, yet the educator's professional stability and
initiative styles remain an inquiry for banter. This wonder has animated various examiners
to consider the progressions in authoritative culture and administration conduct (Smith &
Wang 1996).
Institutes that embrace an effective and appropriately organized evaluation framework
are probably going to affect the inspiration of their teachers resulting in better and

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

fulfillment of organizational objectives and destinations. Contrary to that, the remaining

task at hand among Pakistani private educational organizations is high and instructors
are relied upon to work more than specified working hours (Malik & Noreen, 2015).
Furthermore, the strategy for pay augmentation and advancement is moderate and it
disappoints the employee. Which is engraved by changing obligation timings and areas
additionally disappoints the educators (Luthans, 2005). Leaders and Managers,
therefore, assess the performance of their faculty continuously and work on improving
their work performance to enhance the productivity of the institute (Afshar & Doosti,
2016).
Among leadership styles, transformational leadership is deemed the most successful
leadership style by managers in any organizational or institutional setting which focuses
on enhancing the follower’s engagement and improving their work performance
(Pourbarkhordari, et al., 2016; Elrehail, et al., 2018). For this, there are many factors
discussed in the past literature that play important role in improving an employee’s job
performance by increasing their satisfaction and motivation to work. Other than these
factors, reward and recognition, Job security, and training programs are elements that
impact employee job performance. Also, the culture of an organization plays a mediating
role among management and worker’s performance that need further investigation
(Ramdhani, et al., 2017; Raza, et al., 2015; Bhutto, et al., 2017; & Razmjooei, et al., 2018).
Though, there is very limited research that has simultaneously examined the impact of
rewards, job security, training programs, and transformational style of leadership on
teacher job performance, especially in an educational institutional setting in developing
countries. Where the organizational culture plays a mediation role to connect the
aforementioned factors with teacher’s work performance. Consequently, to address this
gap in literature this research study intends to observe the influence of rewards, training
programs, job security, and transformational style of leadership on a teacher’s
performance of work with the mediation outcome of the culture of the organization on
these connections.
This study serves as a yardstick for policymakers to develop better strategies, enhance
the teachers’ job performance in educational institutions and improve the institute's
overall performance. And help the policymakers by enabling them to understand the
extent to which reward and recognition, training programs, and Job security predict
teacher’s work performance and the extent to which culture of organization mediates the
connections between rewards and recognition, training programs, Job security,
transformational style of leadership, and teacher’s work performance.
2. Literature Review
2.1 Teacher’s Job Performance
Afshar and Doosti, (2016) empirically examined the influence of work satisfaction on
teachers’ job performance. The data was collected from 64 Iranian lecturers using a
questionnaire (SIETQ) developed using past studies comprised of 47 items measuring
the variables. The researchers employed the normality test and two-independent t-test to

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

examine the validity of the postulated hypotheses. The findings of the research identified
that teachers who were satisfied with their jobs based on rewards and recognition, the
scope of work, educational system, head’s leadership style, and work status
demonstrated a significantly high work performance. Employment execution is a term that
is generally talked about and managed in the field of mechanical and authoritative brain
science (Schmidt & Hunter, 1992). As indicated by Viswesvaran and Ones (2000), work
execution manages the work environment and alludes to how people act in their positions.
They characterize work execution as "adaptable activities, conduct, and results in that
representative lock-in or achieve that are connected with and add to hierarchical
objectives" representative's exhibition can be seen from various measurements, the most
significant of which are those coordinated to the fundamental objectives and approaches
of their associations.
Mawoli and Babandako (2011) contend that work execution is a multidimensional build
comprising of different sorts of conduct. They extend to an overall meaning of
employment opportunity execution as "the degree to which a worker can achieve the
undertaking relegated to him or then again her and how the refined errand adds to the
acknowledgment of the hierarchical objective Hence, it was suggested that employee
satisfaction should be focused on when developing a strategy to improve the work
performance of teachers.
Occupation execution has been seen as an errand capability and is appraised by one's
nearby leader in the work environment (Somers and Birnbaum, 1998). Likewise, Harahap
and Sibuea, (2019) empirically examined the impact of reward, culture of the organization,
and transformational style of leadership on teacher’s work performance in Medan,
Indonesia. The findings of the study suggested that teacher’s work performance can be
improved by strengthening the culture of the organization, introducing rewards and
recognition initiatives, and adopting a transformational style of leadership. Hence,
policymakers should focus on these factors to improve the teacher’s work performance
and enhance the quality of the educational institution.
Iwu, et al., (2017) empirically examined the impact of job characteristics such as Salary,
Reward and Recognition, work conditions, Job status, responsibilities and duties,
leadership, interpersonal connections, opportunities for growth, and Job Security on
teacher’s motivation in Nigeria. The findings of the study suggested that job
characteristics such as salary, responsibilities, and duties, and growth opportunities play
a key role in motivating individuals. However, other characteristics such as leadership do
not wield the same kind of influence. Which directs to investigate the effect of leadership
style on employee job performance. Similarly, it was found that the absence of rewards
and recognition and lack of job security can become dominant obstacles in meeting
educational goals. The study further revealed that teacher’s motivation is not limited to
job security, growth opportunities, and work conditions, diverse incentives play different
roles in motivating teachers.

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

3. Development of Hypothesis
3.1 Transformational Leadership and Teacher Job Performance
Leaders can smooth the advancement of progressions by putting an incentive on the
extension of a dream and by urging subordinates to seek after that vision. One can notice
the blend of three systems in Transformational Leadership: Leaders offer qualities to their
subordinates, propel their subordinates, and convince in mounting or changing adherents'
necessities (William, Richards, Steers & James, 1995).
Similarly, the director is a key to molding the school culture, where the superintendents
ought to have the option to frame a positive culture, where his staff share the
understanding and have a commitment to the school improvement and instructing
(Kristiawan, et al, 2017). Elrehail, et al., (2018) empirically examined the impact of two
different leadership styles – Authentic and Transformational leadership on the product
and process innovation in the education sector of Jordan. Their findings suggested that
both knowledge sharing and transformation leadership have a positive effect on the
productivity and innovativeness of a higher education institute in Jordan.
Leaders such as directors in an educational institution have a significant job in cultivating
an authoritative workforce by giving consideration, direction, and preparing to improve the
knowledge of the regulatory staff.
The college is one of the instructive association's structures. The director is an instructive
pioneer at the school. Andriani, et al., (2018) empirically examined the impact of work
motivation and transformational leadership on the work performance of teachers in an
educational institution. Their findings discovered that the Transformational style of
leadership had a substantial and positive impact on the work performance of teachers.
Moreover, work motivation also had a positive impact on work performance in the
education sector. Hence, it was suggested that transformational leadership and work
motivation should be considered when developing a strategy to enhance employee work
performance in the education sector. These proceedings lead to developing the following
hypothesis:
H1: Transformational Leadership is directly related to a teacher’s job performance.
3.2 Transformational Leadership and Organizational culture
Leaders can smooth the advancement of progressions by putting an incentive on the
extension of a dream and by urging subordinates to seek after that vision. One can notice
the blend of three systems in Transformational Leadership: Leaders offer qualities to their
subordinates, propel their subordinates, and convince in mounting or changing adherents'
necessities (William, Richards, Steers & James, 1995).
Elrehail, et al., (2018) empirically examined the impact of two different leadership styles
– Authentic and Transformational leadership on the product and process innovation in the
education sector of Jordan. Their findings suggested that both knowledge sharing and
transformation leadership have a positive effect on the productivity and innovativeness of
a higher education institute in Jordan.

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

Similarly, the director as leader is a key to molding the school culture, where the
superintendents ought to have the option to frame a positive culture, where his staff share
the understanding and have a commitment to the school improvement and instructing
(Kristiawan, et al, 2017).
These proceedings lead to developing the following hypothesis:
H2: Transformational Leadership and Organizational culture are directly related.
3.3 Rewards and Recognition and Teacher Job Performance
Representatives give their great endeavors for accomplishing objectives and great
exertion relies upon remunerations. Similarly, teachers are chosen for their master
wellness. At any rate, there isn't a quick association between the admirations of the
workers and their capacity to work if their remuneration isn't adequate. Still, assessment
of intrinsic prizes like confirmations, admirations, and endorsements are less addressed
when there are no outward rewards (Hafiza et al., 2011).
Iwu, et al. (2017) revealed that rewards and other monetary incentives increase teacher’s
work performance and lack of such factors may become an obstacle in achieving
institutional goals. Hence, rewards and recognition may be considered an important
characteristic of the culture of an organization in terms of educational institutes.
Kalsoom, et al., (2017) empirically examined the faculty’s perception related to the impact
of the reward system as part of the culture of the organization on work performance. Their
research was focused on the expectancy motivation theory which holds significant
importance in understanding the performance of an employee. The results of the research
discovered that rewards and recognition have a significant and positive impact on a
teacher’s work performance. The correlation between reward and teacher’s performance
was strong, hence, a reward framework is significant for the worker execution.
However, Ndungu, (2017) suggested that rewards and recognition did not play a
significant role in motivating teachers at Kenyatta College, Kenya. Nevertheless, these
results may be relevant to Kenyatta College alone and thus they may not be generalized.
Therefore, the following assumption is developed:
H3: Rewards and recognition are directly related to a teacher’s job performance.
3.4 Rewards and Recognition and Organizational culture
Iwu, et al. (2017) revealed that rewards and other monetary incentives increase teacher’s
work performance and lack of such factors may become an obstacle in achieving
institutional goals. Hence, rewards and recognition may be considered an important
characteristic of the culture of an organization in terms of educational institutes.
However, Ndungu, (2017) suggested that rewards and recognition did not play a
significant role in motivating teachers at Kenyatta College, Kenya. Nevertheless, these
results may be relevant to Kenyatta College alone and thus they may not be generalized.
Therefore, the following assumption is developed:

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Journal of Tianjin University Science and Technology
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Vol:55 Issue:03:2022
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H4: Rewards and Recognition and Organizational culture are directly related.
3.5 Training Programs and Teacher Job Performance
The era of the 21st will be good for those associations, which can learn quickly and adjust
to changes than their challengers Besides, the main five characteristics for the successful
performance of employment are, the capacity to acquire, reliability, skills of interpersonal,
flexibility, and respectability. In an Organization, an employee is considered an
appreciated asset. In this way, for achieving competitive advantages, it is significant for
organizations to persuade and motivate their employees through training and
development programs Training and development eventually update the profitability of
workers as well as of the association.
Bhutto, et al., (2017) identified that training provided to the teachers by the Higher
Education Commission leads to better organizational culture and significantly improves
the job performance of teachers. Such training programs improve the self-perceived
competence of teachers and help them perform better in the class.
Herzberg (1986), in his Two Factor Theory, recorded contribution preparing, and
improvement openings, so that individuals can seek after the positions they need inside
the organization as inspirations identified with work. Roca et al. (2006) found that there is
a huge relationship between preparation and employment execution factors in the
worldwide association. Furthermore, in any association, the preparation of workers is by
all accounts one of the inspirational driving variables, which prompts an immediate
connection with the execution of representatives (Min et al, 2006). The arguments above
directs the development of the following hypothesis:
H5: Training program is directly related to teacher’s job performance.
3.6 Training Programs and Organizational culture
The era of the 21st will be good for those associations, which can learn quickly and adjust
to changes than their challengers Besides, the main five characteristics for the successful
performance of employment are, the capacity to acquire, reliability, skills of interpersonal,
flexibility, and respectability. In an Organization, an employee is considered an
appreciated asset. In this way, for achieving competitive advantages, it is significant for
organizations to persuade and motivate their employees through training and
development programs Training and development eventually update the profitability of
workers as well as of the association.
Herzberg (1986), in his Two Factor Theory, recorded contribution preparing, and
improvement openings, so that individuals can seek after the positions they need inside
the organization as inspirations identified with work. Roca et al. (2006) found that there is
a huge relationship between preparation and employment execution factors in the
worldwide association. Furthermore, in any organization, the preparation of workers is by
all accounts one of the inspirational driving variables, which prompts an immediate
connection with the execution of representatives (Min et al, 2006). Accordingly, Bhutto,
et al., (2017) identified that training provided to the teachers by the Higher Education

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Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/
Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
E-Publication: Online Open Access
Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

Commission leads to better organizational culture. Arguments above directs the

development of the following hypothesis:
H6: Training Programs and Organizational culture are directly related.
3.7 Job Security and Teacher Job Performance
Job security is an individual’s expectation of the continuousness of a Job Situation. It is
also associated with the employee’s feeling of loss of Job or losing a desirable job feature
such as the absence of chances for growth, poor working conditions, and no assurance
for long-term career opportunities.
A teacher’s job security is assured after the confirmation of appointment which results in
a sense of job security for the teacher (Ramay, 2012). Accordingly, Dhuryana and
Hussain, (2018) argued that job security is positively associated with work performed in
educational institutions and suggested that Job security should be given consideration
when developing a strategy to improve teacher’s work performance. Hence, in light of
these arguments the following hypotheses are postulated:
H9: Job Security and the teacher’s job performance.
3.8 Job Security and Organizational culture
Job security is an individual’s expectation of the continuousness of a Job Situation. It is
also associated with the employee’s feeling of loss of Job or losing a desirable job feature
such as the absence of chances for growth, poor working conditions, and no assurance
for long-term career opportunities.
A teacher’s job security is assured after the confirmation of appointment which results in
a sense of job security for the teacher (Ramay, 2012). Professional stability is
characterized as the confirmation in a representative's employment coherence because
of the overall monetary conditions in the nation (James, 2012). Which assures stable
organizational culture (Bloor & Dawson, 1994). Hence, professionalism indicates a stable
organizational culture (Bloor, & Dawson, 1994). Therefore, in light of these arguments the
following hypotheses are postulated:
H10: Job Security and Organizational culture are directly related.
3.9 Culture of Organization and Teacher Job Performance
Anra and Yamin, (2017) empirically examined the positive impact of the culture of the
organization, leadership, and achievement motivation on the work performance of
teachers working in educational institutions. Similarly, instructors' presentation is the
primary key to the achievement of value training, and it is attached to the authoritative
culture also. The nature of instruction relates to a few factors, for example, work
fulfillment, instructors' strengthening, and educators' exhibition (Vannirajan & Manimaran,
2009).
Schein (2011) said that the representatives' perspective, feeling and their conduct in the
workplace is affected by hierarchical culture. A positive culture can propel workers to

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Journal of Tianjin University Science and Technology
ISSN (Online): 0493-2137
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Vol:55 Issue:03:2022
DOI 10.17605/OSF.IO/UDBX5

accomplish hierarchical objectives. Authoritative culture can be characterized as an

assortment of qualities and standards that are shared by individuals who are working in
an association and it additionally incorporates the ways by which those individuals
cooperate and with others outside the association (Black, 2003).
Likewise, Ilyas and Abdullah, (2016) empirically investigated the impact of the culture of
the organization, leadership, emotional quotation, and employee work satisfaction on
teacher performance. The study was conducted in South Sulawesi and data was collected
from 78 lecturers working in an educational institute. The researcher adopted a linear
regression technique to examine the validity of the hypotheses. The findings of the
research identified that the culture of the organization promotes work satisfaction which
results in better performance.
H7: Organizational culture is directly related to a teacher’s job performance.
3.10 Culture of the organization as a mediator between transformational leadership
style and Job performance
Leadership is among the major influential factor of the culture of an organization because
the values of a leader and the leadership style adopted by the leader shape the culture
of the organization. Moreover, transformational leaders are found to change the culture
of the organization by revising the shared assumptions, norms, and values (Elshanti,
2017). Likewise, Diantari and Riana, (2019) argued that transformational leadership can
bring about certain changes in the culture, vision, and strategy of an organization which
results in a better direction and improved employee performance. Similarly, a strong
culture of the organization can positively influence an employee’s motivation level.
Consequently, their work efficiency is increased resulting in higher work performance
(Ghosh & Srivastava, 2014).
Rivai (2004) expresses the thought of execution almost equivalent to work execution is a
correlation between the aftereffects of genuine work with work norms set. For this
situation, the exhibition is more centered around the work. This shows that the "Execution
is the aftereffect of work that can be accomplished by an individual or gathering of
individuals in an association, as per the power and duties of each, with an end goal to
accomplish the objectives of the association concerned legitimately, doesn't abuse the
law and as per good or morals". Robbins and Stephen (2003) express that there is three
execution viewpoint, to be specific (1) the presentation of the person, as worker
commitments in understanding status and part in the association (2) collaboration, as
commitments made by the representatives all in all; and (3) the exhibition of the
association is the genuine commitment of the exhibition of the individual and the group in
general. While Sutrisno and Edi, (2010) states that an individual's presentation can be
estimated by its capacity to: (1) Skills arranging: a) survey and set needs from the field
results, b) reasonable planning long and transient plans, c) envision the issues that may
be and imperatives hindrances towards accomplishing the necessary outcomes; (2).
Authoritative aptitudes: a). arranging exercises for the ideal utilization of the wellsprings
of the workforce to accomplish targets, b). characterize obligations and cutoff points of

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expert for subordinates, c) limit disarray and shortcoming in work tasks; (3) Skills
coordinates: a) the capacity to manage and direct b) underlines the cycle of inspiration,
correspondence, and initiative; (4) Skill controls: a) Setting an appropriate methodology
for educated on the advancement of crafted by subordinates, b) recognize deviations in
the advancement of work purposes, c) adjust the task to have the option to guarantee
that the college, however, has implemented the change management approach
suggested by ‘Lewin three steps for undertaking change’.
Therefore, the area of utmost interest in the module of ‘managing people’ is the
‘undertaking organizational change’ however; the example that has been used to do the
analysis is the ‘Manchester Metropolitan College’ that has gone through with detailed
change management process responding the needs and demands of digital age needs
from academic learning to information service environment (Tam & Robertson, 2002).
Furthermore, empirical evidence such as that of Elrehail, et al., (2018) also suggests that
the transformational style of leadership improves the work performance of teachers in
educational institutions provided the culture of organization encourages work motivation.
Hence, the following hypotheses are postulated:
H8: Organization Culture mediates the relationship between transformational leadership
style and teacher’s job performance.3.11
3.11 Organization Culture as a mediator between Job Security and Job
Performance
Job security is an individual’s expectation of the continuousness of a Job Situation. It is
also associated with the employee’s feeling of loss of Job or losing a desirable job feature
such as the absence of chances for growth, poor working conditions, and no assurance
for long-term career opportunities.
A teacher’s job security is assured after the confirmation of appointment which results in
a sense of job security for the teacher (Ramay, 2012). Professional stability is
characterized as the confirmation in a representative's employment coherence because
of the overall monetary conditions in the nation (James, 2012). Which assures stable
organizational culture (Bloor & Dawson, 1994). Accordingly, Raza, et al., (2015) argued
that Job security enhances the work satisfaction of an employee which results in an
improved level of job performance.
Hence, professionalism indicates a stable organizational culture (Bloor, & Dawson, 1994).
Accordingly, Iwu, et al., (2017) argued that Job security is a major characteristic of the
culture of the organization, and Dhuryana and Hussain, (2018) argued that job security is
positively associated with work performed in educational institutions and suggested that
Job security should be given consideration when developing a strategy to improve
teacher’s work performance. Hence, in light of these arguments the following hypotheses
are postulated:
H9: Organizational culture mediates the relationship between Job Security and the
teacher’s job performance.

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Vol:55 Issue:03:2022
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3.12 Organizational Culture as a mediator between Rewards and recognition and

Job performance
Reward and recognition are the increase in an employee’s salary, a promotion, or a bonus
that is conferred to employees to enhance their performance. Likewise, recognition is
given to employees to enhance their status within the organization all of which results in
a heightened level of work performance (Ramdhani, et al., 2017). Rewards and
recognition programs are rooted in the corporate culture and specify how an educational
institution appreciates its teachers for their work and efforts through incentives or status
in the institution. Hence, reward programs are the best scheme to measure teacher’s
work performance (Loyalka, et al., 2019).
Performance-based incentives are an expansion in the inspiration of educators. It is
contended that exhibition-based compensation will build educator inspiration by
sufficiently remunerating efficiency gains. This point of view connects the mentality of
educators to understudy 8 results, by contending that once the inspiration and ability of
the instructor decide compensations, instructor quality will be improved. Kalsoom, et al.,
(2017) and Iwu, et al. (2017) also argued that reward schemes have a positive influence
on the teacher’s work performance in an educational institution setting. Likewise,
Ramdhani, et al., (2017) argued that reward is the key part of a culture of the organization
that improves the employee’s commitment to the organization and enhances their work
satisfaction which results in improved work performance. Hence, based on these
arguments the following hypotheses are postulated:
H10: Organization Culture mediates the relationship between Rewards and Recognition
and teacher’s job performance.
3.13 Culture of the organization as a mediator between Training Programs and Job
performance
Training and development are a major part of the culture of an organization which results
in a
Positive change in employee behavior. Training and development ensure the permanent
positive change in behaviors of the employees thus, pieces of training which are being
proposed given need assessment requires to be effectively delivered the learning
outcomes of set objectives of designed training.
Raza (2014) analyzed the connection between preparation and advancement and its
effect on hierarchical execution. To quantify this relationship, essential information was
gathered, and a relapse examination was acted in a government college in Karachi. The
consequences of the preparation and improvement concentrate in Pakistan
demonstrated that a large portion of the laborers had been happy with the preparation
and advancement of the association. These discoveries assisted the administration with
zeroing in on preparing and advancement to upgrade the aptitudes required by
representatives to improve authoritative execution. This shows that this improvement
program can profit the association (Baharom 2009).

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Bhutto, et al., (2017) has argued that training and development promotes a better culture
of the organization and is directly related to the productivity and efficiency of the teachers
because it increases their self-perceived competence thereby improving work
performance. Training and development programs are perhaps the main exercises in an
association.
Hence, the following hypotheses are postulated:
H11: Organizational culture mediates the relationship between Training Programs and a
teacher’s job performance.

4. Theoretical Framework

Figure 1. Theoretical Framework

A combination of individual motivation and ability is what makes a job perform well.
Herzberg (1966) has made a significant contribution to motivation theory. He conducted
a study using this concept and found that the motivator factors for success were
recognition, work itself, responsibility, and advancement. He found that employees who
were unhappy at work referred to hygiene factors such as company policy, administration,
supervision, the relationship of peers and subordinates, personal life, status, and security.
This is a significant conclusion for educators in any type of educational environment. It
argues that educators cannot motivate themselves to higher levels of achievement.
Productivity can be improved by improving hygiene factors like higher salary and better
working conditions, and restrictive or more lenient institute policies, etc. teachers may be
dissatisfied or neutral depending on a variety of these factors. Improvement at the job,
therefore, can only be achieved through the manipulation of motivation factors. The
theoretical arguments pose bases for the factors that enhance job satisfaction which
leads to improved employee performance. Thus, our hypothesis is strongly based on
assumptions of Herzberg two factor theory.

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5. Methodology
Under deductive approach and cross-sectional plan, this study determines the impact of
transformational leadership style, job security, rewards and recognition, and training
programs on teacher’s job performance with the mediating variable of organizational
culture.
5.1 Population
As per (Hair, Sarstedt, Ringle, & Mena, 2012) a sample of between 200-400 respondents
should be acquired to reduce biases and to generate accurate and reliable results. Base
on the primary data collection method, a sample size of 320 respondents was taken from
population of 1878 from the education sector based on Krejcie and Morgan (1970) Table.
Is selected to respond on a 5-point Likert scale questionnaire through basic random
sampling technique digitally due to COVID-19 pandemic from different universities,
colleges, and higher education institutes located in Karachi. The data was screened
through SPSS software and further analyzed through Smart-PLS SEM 3.2.8 package.
The response group was of mature age ranging from 25 to 60 years.
5.2 Results of Measurement Model
For the measurement model, convergent validity and discriminate validity values were
evaluated.
5.2.1 Convergent validity
Hair, Hult, Ringle, and Sarstedt (2014) directed for proper checking of factor loadings,
AVE (average variance extracted), and composite reliability (CR) and for AVE results
were greater than 0.5, and CR results were also greater than 0.7 suggested thresholds.
As a result, one item was deleted out of the total items. The remained 18 items with
loading concluded between 0.716and 0.902 (see Table 1and 2).

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Table 1 Measurement Model Results

Outer loadings of individual construct evaluated the individual thing dependability.
Creators propose that factors with external loadings of 0.70 or above are to be viewed as
Variables Indicator factor CB Alpha rho_A CR AVE
loading
Transformational leadership 0.760 0.764 0.839 0.511
style
TL1 0.761
TL2 0749.
TL3 0.739
TL4 0.746
TL5 0.712
TL6 0.724
Job Training 0.803 0.804 0.884 0.718
JT1 0.848
JT2 0.853
JT3 0.841
Organization culture 0.891 0.892 0.917 0.648
OC1 0.820
OC2 0.839
OC3 0.782
OC4 0.780
OC5 0.805
OC6 0.803
Reward and recognition 0.828 0.828 0.886 0.661
RR1 0.836
RR2 0.760
RR3 0.815
RR4 0.838

Job security 0.885 0.887 0.913 0.635

JS1 0.729

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JS2 0.641
JS3 0.776
JS4 0.703
JS5 0.720

Teacher job performance 0.834 0.835 0.878 0.546

TJS1 0.836
TJS2 0.796
TJS3 0.793
TJS4 0.787
TJS5 0.793
TJS6 0.777
more reliable (Hair et al., 2014). Therefore, 2 things were erased out of absolute things.
The held 22 things closed with loadings somewhere in the range of 0.700 and 0.853
referenced in Table
To analyze the internal consistency reliability of the variables, Composite Reliability (CR)
and Cronbach's Alpha coefficient were assessed. Bagozzi & Yi (1988) suggested that
Composite Reliability (CR) and Cronbach's Alpha coefficient should not be less than 0.70.
The study has achieved internal consistency, as Composite Reliability and Cronbach's
Alpha for all items mentioned in Table 1 fall between 0.839 - 0.917 respectively.
Average Variance Extracted (AVE) scores were computed to check convergent validity.
Chin (1998) recommended that the value of AVE of the construct should value 0.50 or
above. Table 1 outlines that each of the construct's AVE has adequately achieved the
recommended threshold by falling between 0.511 to 0.718.

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Figure 2: Measurement model

Note: Terms abbreviated are Job training= JT, Organizational culture= OC, teachers' job
performance= TJP, transformational leadership style= TLS, Reward recognition= RR
reward recognition, and job security= JS.
5.2.2 Discriminate Validity
Table 2 below reveals the Fornell-Larcker criterion for discriminant validity which assumes
that the square root of AVE for the construct must be greater than the inter-construct
correlation. Values in the bold are the square roots of the AVE from the table for
respective constructs and are greater than their respective correlation coefficients (from
top to bottom). Hence our measurement model passes the requirement of discriminant
validity and confirms that the discriminant validity within the measurement model exists.
Table 2 Fornell-Larcker Criterion
TL JS RR JT TJP OC
TL 0.780
JS 0.372 0.713
RR 0.768 0.378 0.807
JT 0.544 0.355 0.372 0.743
TJP 0.753 0.445 0.338 0.531 0.733
OC 0.590 0.456 0.666 0.687 0.558 0.730

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5.2.3 Structural Model

Results of the direct effect path analysis in Table 3 show that the i.e. JT and OC, OC and
TJP, TL and OC, TL and TJP have a significant relationship as their p-value is less than
0.05 and t-value greater than 1.96. Whereas JS and OC, IS and TJP, JT, and TJP, RR,
and OC, RR and TJP have a negative significant relationship. While results of the
mediating effect of OC between JS and TJP and RR and TJP were found not significant
as p-values are greater than 0.05 and t-values are less than 1.96.
Table 3 Result of Direct Effect
Relationship Beta T Statistics P Values Decision
Not
JS -> OC 0.045 0.608 0.543
Supported
Not
JS -> TJP -0.025 0.373 0.709
Supported
JT -> OC 0.506 8.445 0.000 Supported
Not
JT -> TJP -0.053 0.813 0.417
Supported
OC -> TJP 0.650 9.199 0.000 Supported
Not
RR -> OC 0.035 0.361 0.718
Supported
Not
RR -> TJP 0.035 0.479 0.632
Supported
TL -> OC 0.330 4.215 0.000 Supported
TL -> TJP 0.287 3.944 0.000 Supported
The indirect effect shows that the mediation role of OC between JS and TJP is not
significant as the value of p is greater than 0.05. Likewise, OC has no mediation effect
between RR and TJP as their P-value is greater than 0.05. Meanwhile, there is a strong
mediating relation of OB between TL, JT, and TJP as their p-value is less than 0.05 see
table 4.
Table 4 Indirect Effect (mediation)
Relationship Beta T-Value P Values Decision
JS -> OC -> TJP 0.029 0.617 0.537 Not Supported
JT -> OC -> TJP 0.329 5.482 0.000 Supported
RR -> OC -> TJP 0.022 0.367 0.714 Not Supported
TL -> OC -> TJP 0.214 3.350 0.001 Supported

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Figure 3: Structure model

5.2.4 Result of Effect Size
The value of 0.055 is an ideal model fit (Hair, Black, Babin, Anderson, &Tatham, 2010)
which for the current study model fit was 0.091 represents the confidence of model fit to
proceed for more complex analysis. Hair et al. (2014) recommended R2, standard beta,
t-values via bootstrapping procedure on 5000 samples for predictive relevance Q2 and
the effect size f2.
Chin (1988) suggested that R2 more than 0.67 is considered High, while values between
0.33 and 0.67 are moderate, while values below 0.33 are weak. Results in Table 5 show
that organization culture variables can explain only 70.2% variation in the dependent
variable (TJP) and 65.9% variation in the mediating variable.

Table 5: R Square
Variables R Square R Square Adjusted Impact
OC 0.663 0.659 HIGH
TJP 0.707 0.702 HIGH

Finally, multicollinearity was examined among variables by evaluating the data and found
clear for any related concern as Variance Inflation Factor (VIF) values were below 5.0

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suggested by Hair et al. (2013). Whereas the blindfolding values above ‘0’ for Q2 show
significant model predictiveness.

6. Discussions of Findings
As the result of this study shows that the direct relationship between JT and OC, OC and
TJP, TL and OC, TL and TJP were significant. While indirect relations between JT, OC,
and TJP, and TL, OC, and TJP were also significant. Whereas direct relations between
JS and OC, JS and TJP, JT and TJP, RR and OC, RR and TJP were not significant.
Similarly, the indirect relations between JS, OC, and TJP, as well as RR, OC, and TJP
were also not significant as hypothesized.
These results may be due to the government instructor's employer stability is guaranteed
and after the affirmation of job, the staff concurs with the residency status. Accordingly,
gives the educator a feeling of professional stability. Moreover, the employer stability of
school staff has been undermined. The negative connection finds out in some exploration
between work frailty and work execution (Greenhalgh, 1983). Maslow’s theory (1987)
showed that one of the most significant factors, which can motivate people at the
workplace, was freedom. Management of organizations can give flexibility and freedom
at the workplace to improve job performance.
Maslow (1987) revealed the essential target of the examination was to decide the effect
of the hierarchical atmosphere on the execution of instructors in open degree schools.
The examination results uncovered that a larger part of public degree universities had
open and independent atmospheres. Educators in open and self-sufficient atmospheres
demonstrated much preferable execution over the instructors in fatherly or shut
atmospheres.
This reinforces the idea of Halpin and Croft (1966) that the greater part of the highlights
of practices and responses of administrators and educators in fatherly and shut
atmospheres are disdained by the instructors and they feel uncomfortable, which
adversely impacts their presentation. Most of the administrators believed that thought and
lack of approachability practices of chiefs are adversely related to instructors'
presentation. Closeness conduct of instructors is somewhat connected to educators'
exhibition and separation learning behavior negatively correlated with teachers’
performance.

7. Conclusion
This research examined the mediating role of organizational culture between job security
a teacher's job performance, reward & recognition, job training, transformational
leadership style, and teachers' job performance.
This study found that job training and organizational culture, organization culture and
teachers job performance, transformational leadership style and organizational culture,

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transformational leadership style, and teacher’s job performance have a significant

impact.
Whereas job security and organizational culture, job security and teachers job
performance, job training and teacher’s job performance, reward recognition and
organization culture, reward and recognition and teachers job performance have a
negative significant impact. Results of the mediating effect of organizational culture (OC)
between job security and teacher’s job performance and reward and recognition and
teachers' job performance were found non-significant. Thus, government should focus on
improving the organizational culture for the betterment of teacher’s job performance and
their commitment to their organization.

8. Limitations and Future Research

Each examination has certain constraints and this research focused only on government
schools and their educators in Karachi. Second, the information accumulated is cross-
sectional, which oversights any change later on. Future research may augment these
limitations by assessment of both private and public sector training areas. This
investigation comprises a predetermined number of explicit factors; there are numerous
different factors, which can influence this examination. Different analysts could read any
remaining factors for additional examination. The future examination considers could be
extended to other cities. Such that results of the mediating effect of organizational culture
(OC) between job security and teacher’s job performance and reward and recognition
and teachers job performance were found to be not significant which calls for further
investigation.

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