Relationship between Teachers’ Work Engagement and Job Performance at Secondary Level

Abstract

The present research explored the relationship between teachers’ work engagement and their job performance at the secondary school level within the Punjab province. Employing a correlational research design, the study aimed to determine the nature and strength of the relationship between these two important variables. The target population comprised all teachers working in secondary schools across Punjab. A multi-stage random sampling technique was utilized to select a representative sample of 314 secondary school teachers. Data were collected through two structured, closed-ended questionnaires that were adapted from established instruments. For data analysis, a range of statistical techniques was employed, including the Pearson product-moment correlation coefficient, independent samples t-test, and linear regression analysis. The findings indicated a significant and strong positive correlation between teachers’ work engagement and their job performance. Moreover, the results revealed that both work engagement and job performance differed significantly by gender, with male and female teachers showing varying levels of these attributes. Furthermore, linear regression results confirmed that teachers’ work engagement had a significant positive impact on their job performance, implying that higher engagement levels contribute to enhanced professional outcomes. In light of these findings, it is recommended that educational administrators and policymakers promote strategies and interventions that foster teachers’ work engagement, as engaged teachers are more likely to demonstrate higher effectiveness and productivity in classroom settings.