ORGANISATIONAL SUPPORT AND TEACHERS' ENGAGEMENT FOR PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF NEPAL
Keywords:
Commitment, Organizational Support, Professional Development, Teachers’ EngagementAbstract
The teacher professional development program in Nepal is an ambitious initiative designed to support teachers' professional growth. Organizational support and teacher engagement are of the utmost importance to ensure professional development. This study signifies the role of organizational support in enabling professional development and engaging teachers in teacher growth and development. This study aims to propose and rest an integrative model that views organizational supoort practices as a synergistic component that influences the sustainbility of teacher engagement. Survey-based cross-sectional data were collected from secondary schools in Kathmandu Valley using a structured questionnaire to teachers for this non-experimental correlational research design. Likert scales were used to express the perception-based data quantitatively and analyzed using regression models. This study confirms that organizational support procedures strongly influence professional development, highlighting organizational support as a moderator between teacher engagement and professional development. Organizational support also contributes to improving organizational performance. These practices are standard in Nepal schools but at a moderate level. However, schools are run for the benefit of one person only, so schools must be institutionalized with standard norms and values of participatory practices.
Downloads
References
Ahmed, I., Nawaz, M. M., Ali, G., & Islam, T. (2015). Perceived organizational support and its outcomes: A meta-analysis of latest available literature. Management Research Review, 38(6), 627-639. https://doi.org/10.1108/MRR-09-2013-0220
Akartuna, I. S. S., & Serin, O. (2022). COVID-19 Impact on teachers’ organizational commitment in schools. Frontiers in Psychology, 13, 810015. https://doi.org/10.3389/fpsyg.2022.810015
Allen, M. W. (1995). Communication concepts related to perceived organizational support. Western Journal of Communication (includes Communication Reports), 59(4), 326-346. https://doi.org/10.1080/10570319509374525
Amin, M., & Zahora Nasharuddin, S. (2013). Hospital service quality and its effects on patient satisfaction and behavioural intention. Clinical Governance: An International Journal, 18(3), 238-254. https://doi.org/10.1108/CGIJ-05-2012-0016
Cropanzano, R., Rupp, D. E., & Byrne, Z. S. (2003). The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenship behaviors. Journal of Applied Psychology, 88(1), 160–169. https://doi.org/10.1037/0021-9010.88.1.160
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Bai, N., Yan, Z., & Othman, R. (2023). The moderating effect of perceived organizational support: The impact of psychological capital and bidirectional work-family nexuses on psychological wellbeing in tourism. Frontiers in Psychology, 14, 1064632. https://doi.org/10.3389/fpsyg.2023.1064632
Bakker, A. B., & Leiter, M. (2017). Strategic and proactive approaches to work engagement. Organizational Dynamics, 46(2), 67-75. https://doi.org/10.1016/j.orgdyn.2017.04.002
Bakker, A. B., & Albrecht, S. (2018). Work engagement: current trends. Career Development International, 23(1), 4-11. https://doi.org/10.1108/CDI-11-2017-0207
Banks, J., & Smyth, E. (2021). “We respect them, and they respect us”: The value of interpersonal relationships in enhancing student engagement. Education Sciences, 11(10), 634. https://doi.org/10.3390/educsci11100634
Baranik, L. E., Roling, E. A., & Eby, L. T. (2010). Why does mentoring work? The role of perceived organizational support. Journal of Vocational Behavior, 76(3), 366-373. https://doi.org/10.1016/j.jvb.2009.07.004
Basnet, R. (2019). Action Research for Teacher Professional Development: A Narrative Study (Doctoral dissertation, Department of English Education).
Bilgin, N., & Demirer, H. (2012). The examination of the relationship among organizational support, affective commitment and job satisfaction of hotel employees. Procedia-Social and Behavioral Sciences, 51, 470-473. https://doi.org/10.1016/j.sbspro.2012.08.191
Blau, P. (2017). Exchange and power in social life. Routledge. https://doi.org/10.4324/9780203792643
Chang, W. C., Wu, C. H., & Weng, L. C. (2019). The effect of perceived organizational support on work engagement and performance: A Study of international assignees. In Cross-Cultural Business Conference. 313. https://www.global-business.at/upload/content/164/Proceedings_Cross-Cultural_Business_Conference_2019_Abstracts.pdf
Chiang, C. F., & Hsieh, T. S. (2012). The impacts of perceived organizational support and psychological empowerment on job performance: The mediating effects of organizational citizenship behavior. International Journal of Hospitality Management, 31(1), 180-190. https://doi.org/10.1016/j.ijhm.2011.04.011
Chinomona, R., & Sandada, M. (2014). Organisational support and its influence on teachers job satisfaction and job performance in Limpopo province of South Africa. Mediterranean Journal of Social Sciences, 5(9), 208-214. https://doi.org/10.5901/mjss.2014.v5n9p208
Colao, A., Piscitelli, P., Pulimeno, M., Colazzo, S., Miani, A., & Giannini, S. (2020). Rethinking the role of the school after COVID-19. The Lancet Public Health, 5(7), e370. https://doi.org/10.1016/S2468-2667(20)30124-9
Correia, A. P. (2020). Healing the digital divide during the COVID-19 pandemic. Quarterly Review of Distance Education, 21(1). https://www.infoagepub.com/qrde-issue.html?i=p5f8cc0dae6290
Coyle-Shapiro, J. A., & Conway, N. (2005). Exchange relationships: examining psychological contracts and perceived organizational support. Journal of Applied Psychology, 90(4), 774. http://dx.doi.org/10.1037/0021-9010.90.4.774
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606741.pdf
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID… and beyond. European Journal of Teacher Education, 43(4), 457-465. https://doi.org/10.1080/02619768.2020.1816961
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500. https://doi.org/10.1037/0021-9010.71.3.500
Evers, A. T., Van der Heijden, B. I., Kreijns, K., & Gerrichhauzen, J. T. (2011). Organisational factors and teachers' professional development in Dutch secondary schools. Journal of European Industrial Training, 35(1), 24-44. https://doi.org/10.1108/03090591111095727
Fachrunnisa, O., Adhiatma, A., & Tjahjono, H. K. (2020). Cognitive collective engagement: relating knowledge-based practices and innovation performance. Journal of the Knowledge Economy, 11(2), 743-765. https://doi.org/10.1007/s13132-018-0572-7
Fachrunnisa, O., Gani, A., Nurhidayati, N., & Adhiatma, A. (2022). Cognitive engagement: a result of talent-based training to improve individual performance. International Journal of Training Research, 20(2), 141-159. https://doi.org/10.1080/14480220.2021.1990105
Farh, J. L., Hackett, R. D., & Liang, J. (2007). Individual-level cultural values as moderators of perceived organizational support–employee outcome relationships in China: Comparing the effects of power distance and traditionality. Academy of Management Journal, 50(3), 715-729. https://doi.org/10.5465/amj.2007.25530866
Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643-658. https://doi.org/10.1016/S0742-051X(03)00059-3
Fujita, M., Harrigan, P., & Soutar, G. N. (2018). Capturing and co-creating student experiences in social media: A social identity theory perspective. Journal of Marketing Theory and Practice, 26(1-2), 55-71. http://dx.doi.org/10.1080/10696679.2017.1389245
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers college record, 109(4), 877-896. https://doi.org/10.1177/016146810710900401
Gyawali, Y. P. (2020) Challenges Associated with Teachers' Professional Development through Research-based Activities.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2017). Treating unobserved heterogeneity in PLS-SEM: A multi-method approach. Partial Least Squares Path Modeling: Basic Concepts, Methodological Issues and Applications, 197-217. https://doi.org/10.1007/978-3-319-64069-3_9
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Harper-Hill, K., Beamish, W., Hay, S., Whelan, M., Kerr, J., Zelenko, O., & Villalba, C. (2022). Teacher engagement in professional learning: What makes the difference to teacher practice?. Studies in Continuing Education, 44(1), 105-118. https://doi.org/10.1080/0158037X.2020.1781611
Hassan, N., Karamat, H., Khalid, A., Haider, M., & Ahmad, K. M. (2023). An Analysis of English Language Teachers Attitudes towards Professional Development in Public Sector Secondary Schools in Pakistan. International Journal of Special Education, 38(1). https://shorturl.at/TkZn0
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In New Challenges to International Marketing (pp. 277-319). Emerald Group Publishing Limited. https://doi.org/10.1108/S1474-7979(2009)0000020014
Henseler, J., & Chin, W. W. (2010). A comparison of approaches for the analysis of interaction effects between latent variables using partial least squares path modeling. Structural Equation Modeling, 17(1), 82-109. https://doi.org/10.1080/10705510903439003
Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling in new technology research: updated guidelines. Industrial Management & Data Systems, 116(1), 2-20. https://doi.org/10.1108/IMDS-09-2015-0382
Henseler, J. (2017). Bridging design and behavioral research with variance-based structural equation modeling. Journal of Advertising, 46(1), 178-192. https://doi.org/10.1080/00913367.2017.1281780
Hogg, M. A., & Terry, D. J. (2014). Social identity processes in organizational contexts. Psychology Press. https://doi.org/10.4324/9781315800530
Islam, T., & Tariq, J. (2018). Learning organizational environment and extra-role behaviors: the mediating role of employee engagement. Journal of Management Development, 37(3), 258-270. http://dx.doi.org/10.1108/JMD-01-2017-0039
Ji, Y. (2021). Does Teacher Engagement Matter? Exploring Relationship Between Teachers' Engagement in Professional Development and Teaching Practice. International Journal of TESOL Studies, 3(4). https://doi.org/10.46451/ijts.2021.12.04
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724. https://doi.org/10.5465/256287
Karatepe, O. M., & Aga, M. (2016). The effects of organization mission fulfillment and perceived organizational support on job performance: The mediating role of work engagement. International Journal of Bank Marketing, 34(3), 368-387. https://doi.org/10.1108/IJBM-12-2014-0171
Keiler, L. S., Diotti, R., & Hudon, K. (2023). Supporting teachers as they support each other: Lessons concerning mentor teacher feedback to teacher mentees. Professional Development in Education, 49(2), 225-242. https://doi.org/10.1080/19415257.2020.1839781
Kim, K. Y., Eisenberger, R., & Baik, K. (2016). Perceived organizational support and affective organizational commitment: Moderating influence of perceived organizational competence. Journal of Organizational Behavior, 37(4), 558-583. http://dx.doi.org/10.1002/job.2081
Knight, C., Patterson, M., & Dawson, J. (2017). Building work engagement: A systematic review and meta analysis investigating the effectiveness of work engagement interventions. Journal of organizational behavior, 38(6), 792-812. https://doi.org/10.1002/job.2167
Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration (IJEC), 11(4), 1-10. https://doi.org/10.4018/IJeC.2015100101
Shin, J. C., Li, X., Byun, B. K., & Nam, I. (2020). Building a coordination system of HRD, research and industry for knowledge and technology-driven economic development in South Asia. International Journal of Educational Development, 74, 102161. https://doi.org/10.1016/j.ijedudev.2020.102161
Kshetree, A. K. (2021). The Practices of Teacher Professional Development Program for English Teachers in Nepal. Butwal Campus Journal, 4(1–2), 49–60. https://doi.org/10.3126/bcj.v4i1-2.44988
Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., & Adis, C. S. (2017). Perceived organizational support: A meta-analytic evaluation of organizational support theory. Journal of Management, 43(6), 1854-1884. https://doi.org/10.1177/0149206315575554
Liu, J., & Liu, Y. H. (2016). Perceived organizational support and intention to remain: The mediating roles of career success and self esteem. International Journal of Nursing Practice, 22(2), 205-214. https://doi.org/10.1111/ijn.12416
Lyons, N. (2006). Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching, 12(2), 151-168. http://dx.doi.org/10.1080/13450600500467324
May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work. Journal of Occupational and Organizational Psychology, 77(1), 11-37. https://doi.org/10.1348/096317904322915892
McGuire, D., & Cseh, M. (2006). The development of the field of HRD: a Delphi study. Journal of European Industrial Training, 30(8), 653-667. http://dx.doi.org/10.1108/03090590610712304
Miao, R. T. (2011). Perceived organizational support, job satisfaction, task performance and organizational citizenship behavior in China. Journal of Behavioral and Applied Management, 12(2), 105-127. http://dx.doi.org/10.21818/001c.17632
Ministry of Education (2009). School sector reform plan 2009-2015. Government of Nepal. https://planipolis.iiep.unesco.org/sites/default/files/ressources/nepal_school_sector_reform_2009.pdf
Ministry of Education. (2016). School Sector Development Plan, Nepal, 2016/17-2022-23. Ministry of Education, Government of Nepal. https://www.globalpartnership.org/node/document/download?file=document/file/2019-05-nepal-education-sector-plan.pdf
Mo, N. T., Binh, N. T., Nhung, L. T., Hung, P. H., Cu, H. M., Linh, N. T., & Hai, T. V. (2024). Employee satisfaction, engagement, and financial performance in stock brokerage companies. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 284-299. https://doi.org/10.22437/jiituj.v8i1.32199
Murthy, R. K. (2017). Perceived organizational support and work engagement. Meta, 19, 22. https://www.multidisciplinaryjournals.org/assets/archives/2017/vol2issue3/2-3-29-276.pdf
Nazir, S., Qun, W., Hui, L., & Shafi, A. (2018). Influence of social exchange relationships on affective commitment and innovative behavior: Role of perceived organizational support. Sustainability, 10(12), 4418. http://dx.doi.org/10.3390/su10124418
Neves, P., & Eisenberger, R. (2014). Perceived organizational support and risk taking. Journal of Managerial Psychology, 29(2), 187-205. http://dx.doi.org/10.1108/JMP-07-2011-0021
Nitzl, C. (2016). The use of partial least squares structural equation modelling (PLS-SEM) in management accounting research: Directions for future theory development. Journal of Accounting Literature, 37(1), 19-35. https://doi.org/10.1016/j.acclit.2016.09.003
Kirsch, I., De Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2003). Reading for change: Performance and engagement across countries: Results of PISA 2000. https://hdl.handle.net/2268/5396
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. OECD, 1(1), 1-38. https://globaled.gse.harvard.edu/files/geii/files/supporting_the_continuation_of_teaching.pdf
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: a review of the literature. Journal of Applied Psychology, 87(4), 698. https://doi.org/10.1037/0021-9010.87.4.698
Ozbek, M., & Gozde, K. O. S. A. (2009). Duygusal Baglilik, Orgutsel Destek, Ust Yonetim Destegi Ve Personel Guclendirmenin Hizmet Kalitesi Uzerindeki Etkisi: Kirgizistan’da Banka Isgorenleri Uzerinde Bir Uygulama. Erciyes Universitesi Iktisadi ve Idari Bilimler Fakultesi Dergisi, (34), 189-212. https://doi.org/10.18070/euiibfd.62317
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. https://doi.org/10.1016/j.tate.2012.01.001
Pohl, S., Bertrand, F., & Ergen, C. (2016). Psychological contracts and their implications for job outcomes: A social exchange view. Military Psychology, 28(6), 406-417. http://dx.doi.org/10.1037/mil0000127
Poudel, A. (2022). Teacher professional development in the secondary schools in Nepal: Some opportunities and challenges. Rupantaran: A Multidisciplinary Journal, 6(01), 1-17. https://doi.org/10.3126/rupantaran.v6i01.46980
Schaffner, J., Glewwe, P., & Sharma, U. (2021). Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal. International Initiative for Impact Evaluation. https://www.3ieimpact.org/sites/default/files/2021-04/GFR-PW3.10-Nepal-SSDP.pdf
Ramayah, T. J. F. H., Cheah, J., Chuah, F., Ting, H., & Memon, M. A. (2018). Partial least squares structural equation modeling (PLS-SEM) using smartPLS 3.0. An Updated Guide and Practical Guide to Statistical Analysis, 967-978.
Rini, E. F. S., Aldila, F. T., & Wirayudha, R. P. (2023). A study of student learning discipline in senior high school. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(1), 33-37. https://doi.org/10.22437/jiituj.v7i1.26698
Sharan, S., & Tan, I. G. C. (2008). Organizing schools for productive learning. Springer Science & Business Media. 41-45. http://dx.doi.org/10.1007/978-1-4020-8395-2
Shrestha, S. (2022). Self-directed professional development practices of private schools’ teachers in Nepal. NELTA ELT Forum. https://neltaeltforum.wordpress.com/2022/05/30/self-directed-professional-development-practices-of-private-schools-teachers-in-nepal/
Singh, P., Allen, J., & Rowan, L. (2019). Quality teaching: Standards, professionalism, practices. Asia-Pacific Journal of Teacher Education, 47(1), 1-4. https://doi.org/10.1080/1359866X.2019.1557925
Suazo, M. M., & Turnley, W. H. (2010). Perceived organizational support as a mediator of the relations between individual differences and psychological contract breach. Journal of Managerial Psychology, 25(6), 620-648. http://dx.doi.org/10.1108/02683941011056969
Tabak, F., & Hendy, N. T. (2016). Work engagement: Trust as a mediator of the impact of organizational job embeddedness and perceived organizational support. Organization Management Journal, 13(1), 21-31. http://dx.doi.org/10.1080/15416518.2015.1116968
Tajfel, H., & Turner, J. C. (2003). The social identity theory of intergroup behavior. Social Psychology, 4, 73-98. https://web.mit.edu/curhan/www/docs/Articles/15341_Readings/Intergroup_Conflict/Tajfel_&_Turner_Psych_of_Intergroup_Relations_CH1_Social_Identity_Theory.pdf
Tamang, S., & AK, M. (2022). Green-HRM Trends and their Effects on Educational Institutions Workplace. Journal of Advanced Research in HR & Organizational Management, 9(3), 1-5. http://dx.doi.org/10.24321/2454.3268.202201
Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430-471. https://doi.org/10.3102/0034654314557949
UNESCO. (2021). Guidelines to strengthen the right to education in national frameworks. https://doi.org/10.48323/pf0000375352
Uskola, A., & Puig, B. (2023). Development of systems and futures thinking skills by primary pre-service teachers for addressing epidemics. Research in Science Education, 53(4), 741-757. http://dx.doi.org/10.1007/s11165-023-10097-7
Van der Heijden, B. I. J. M., Kümmerling, A., Van Dam, K., Van der Schoot, E., Estryn-Béhar, M., & Hasselhorn, H. M. (2010). The impact of social support upon intention to leave among female nurses in Europe: Secondary analysis of data from the NEXT survey. International journal of nursing studies, 47(4), 434-445. https://doi.org/10.1016/j.ijnurstu.2009.10.004
Xi, Y., Xu, Y., & Wang, Y. (2020). Too-much-of-a-good-thing effect of external resource investment—A study on the moderating effect of psychological capital on the contribution of social support to work engagement. International journal of environmental research and public health, 17(2), 437. https://doi.org/10.3390/ijerph17020437
Zhong, Y., & Li, S. (2020). The influence of online teachers’ teaching engagement on students’ learning performance: From the perspectives of teachers and students. Open Educ. Res, 26, 99-110. https://doi.org/10.13966/j.cnki.kfjyyj.2020.03.011
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sushma Tamang, Anjay Kumar Mishra, Abhijit Ghosh, Amiya Bhaumik
This work is licensed under a Creative Commons Attribution 4.0 International License.
