Recognition and Rewards as Moderators in the Relationships between Antecedents and Performance of Women Teachers: Evidence from India

Autor/inn/en	Balakrishnan, Sashi Rekha; Soundararajan, Vasanthi; Parayitam, Satyanarayana
Titel	Recognition and Rewards as Moderators in the Relationships between Antecedents and Performance of Women Teachers: Evidence from India
Quelle	In: International Journal of Educational Management, 36 (2022) 6, S.1002-1026 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parayitam, Satyanarayana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-12-2021-0473
Schlagwörter	Foreign Countries; Teachers; Females; Teacher Effectiveness; Empowerment; Organizational Communication; Family Work Relationship; Rewards; Recognition (Achievement); Organizational Culture; Work Environment; Rural Schools; Predictor Variables; Influences; India + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Reward; Belohnung; Soziale Anerkennung; Unternehmenskultur; Arbeitsmilieu; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Prädiktor; Influence; Einfluss; Einflussfaktor; Indien
Abstract	Purpose: As teachers are considered "knowledge workers," the present study explores teacher performance in schools. A particular emphasis is given to assessing the performance of female teachers in the rural part of South India. Design/methodology/approach: After collecting data from 563 female teachers from four blocks in Nilgiris District (Ooty, Kotagiri, Coonoor and Gudalur) consisting of 37 government schools in the southern part of India, all the female teachers were surveyed, and the data were analyzed after checking the instrument's psychometric properties by performing confirmatory factor analysis. Hierarchical regression was employed to test the hypotheses. Findings: The findings revealed that (1) empowerment, organizational communication and work--life balance (WLB) and recognition and rewards are positively and significantly related to teacher performance; (2) recognition and rewards moderate the relationship between (a) empowerment and performance, (b) organizational communication and performance, (c) WLB and performance, (d) organizational culture and performance and (e) quality of work-life (QWL) and performance. Research limitations/implications: As with any survey research, common method bias and social desirability bias may be potential limitations. However, proper care is taken to minimize these biases. The findings from this study contribute to the growing literature on education and training. In addition, the study highlights the importance of creating a climate for empowerment, recognition and rewards to foster teacher performance. Practical implications: The study helps administrators and policymakers to understand the antecedents of teacher performance and take necessary steps to motivate the teachers for superior performance. Originality/value: The conceptual model the authors developed and tested is, according to the authors' knowledge, the first of the model's kind. A clear understanding of the predictors of teacher performance may guide the administrators and teaches in fostering performance in schools. The exclusive focus on female teachers is considered in this study because of the several problems the female teachers encounter in rural areas. Despite the disadvantages, female teachers perform well and contribute to students and the country as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01