2026-10-25T20:21:44Z https://meral.edu.mm/oai

oai:meral.edu.mm:recid/00009534 2024-05-29T10:21:03Z 1582963436320 1582963436320:1582965742757

Factors affecting the performance of private hight school teachers in Yangon (Khin Ohnmar Pa Pa Naing, 2022) Khin Ohnmar Pa Pa Naing The objectives of this study are to examine the effects of leadership styles, job characteristics and personality traits on the performance of private high school teachers in Yangon and to determine the mediating effects of teachers’ commitment, involvement and satisfaction on the relationships between the influencing factors and the performance. The descriptive and analytical research methods were used to fulfil the objectives of the study. The primary data were collected by using structured questionnaire. The analysis was conducted based on the random sample of respondents of 300 teachers in private high schools in Yangon. According to this study, three factors in objective one are significant. For the leadership styles include autocratic and democratic leadership style, for the job characteristics include skill variety, task identity, task significance, autonomy and feedback and, for the personality traits include conscientiousness, agreeableness, openness, neuroticism and extraversion. In detail analysis shows that autocratic leadership style, neuroticism and extraversion are positive and significant effects on job performance. For the mediating analysis, in the leadership styles, commitment shows partial mediation effect in relationship between autocratic and performance, while no mediation effect for democratic leadership style. Regarding satisfaction, there is no mediation effect on relationship between autocratic and performance. Involvement indicates a partial mediation effect on relationship between two leadership styles, and performances. Concerning job characteristics, commitment, satisfaction and involvement indicate partial mediation effects in relationship between the skill variety, task significance and autonomy, and performances of teachers. The teachers’ commitment, satisfaction, and involvement show full mediation effects on relationship between feedback and performance. However, no mediation effect of involvement occurs in the relationship between task identity and task significance and performances. Concerning personality, commitment shows partial mediation effects on the relationship between conscientiousness and agreeableness, and the performance, however, no mediation occurs on relationship between neuroticism, openness and extraversion, and performance. Involvement shows partial mediation effects on relationship between conscientiousness, agreeableness and neuroticism, and performance while no mediation effect occurs in relationship between openness and extraversion, and performance. Satisfaction indicates partial mediation effects in relationship between conscientiousness, agreeableness and extraversion, and performance but no mediation effect in relationship between neuroticism and openness, and performance. Based on the findings, this study recommends that private high school administers should encourage school leaders create effective and efficient job performance through democratic leadership style. School administrators should design and implement job characteristics that can inspire and motivate to school teachers. In addition, policy makers or decision makers in education sector should recruit and nurture school teachers with about conscientiousness, agreeableness personality traits. 2022-08-01 https://meral.edu.mm/records/9534