Effects of Teachers’ School Belongingness on their Performance at the Secondary School Level

Abstract

The primary objective of this study was to examine the effects of teachers’ school belongingness on their performance at the secondary school level. The study was descriptive and used a quantitative approach to collect data. The study population was all public secondary school teachers in Punjab province. Sahiwal division was selected through the convenience sampling technique, having three districts (Sahiwal, Okara, and Pakpattan). A sample of 325 teachers was selected through the convenience sampling technique (159 males and 166 females). The teacher performance evaluation scale (TPES) and PSSM scale were used to gather information from secondary school instructors. SPSS-20 and Microsoft Excel were used to analyze the data. To determine the effect of teachers’ school belongingness on teacher performance, linear regression was utilized. The independent sample t-test and the ANOVA were used to determine significant differences in performance based on different demographic variables (gender and locality). The study's main findings revealed that teachers’ school belongingness significantly affects teachers’ performance at the secondary school level. Based on the findings, it was also concluded that school belonging positively affected all factors of teachers’ performance. The study indicates no significant difference between the performance of secondary school teachers based on different demographic variables (gender and locality). It was recommended to apply the model of teacher’s school belongingness in many educational contexts, including schools, colleges, and universities. This kind of study should serve as the foundation for professional education, particularly teacher education.