The role of supportive leadership style in enhancing job performance
Secondary school teachers in Pakistan face significant occupational stressors that can impair their job performance, particularly excessive workload and emotional exhaustion. While supportive leadership has been identified as a potential buffer against workplace stressors, its effectiveness in the P...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:312001 |
| Acceso en línea: | https://ddd.uab.cat/record/312001 https://dx.doi.org/urn:doi:10.34097/jeicom-7-2-3 |
| Access Level: | acceso abierto |
| Palabra clave: | Supportive leadership Job performance Emotional exhaustion Job DemandsResources (JD-R) theory Secondary school teachers Workload Pakistan Public education |
| Sumario: | Secondary school teachers in Pakistan face significant occupational stressors that can impair their job performance, particularly excessive workload and emotional exhaustion. While supportive leadership has been identified as a potential buffer against workplace stressors, its effectiveness in the Pakistani educational context remains understudied. Drawing on Job-Demands-Resources (JD-R) theory, this study investigated the relationships between workload, emotional exhaustion, and job performance among public sector secondary school teachers, and examined whether supportive leadership style moderates these relationships. Data were collected through a pen-and-paper survey of 274 teachers from public secondary schools in Pakistan. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis revealed that workload negatively impacts teachers' job performance and is positively associated with emotional exhaustion. Contrary to theoretical expectations, the findings indicate that principals' supportive leadership style neither moderates the relationship between workload and emotional exhaustion nor influences teachers' job performance. These results contribute to our understanding of the limitations of supportive leadership in resource-constrained educational settings and suggest the need for systemic interventions beyond leadership style to address teacher workplace stress. |
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