Does Optimism and Work Engagement Matter to
Improve Job Performance? An Empirical Study
Abstract
The aim of this study is to sightsee the antecedents of job performance in education sector of Pakistan. By utilizing a sample of 284 working adults (experienced 144, inexperienced 140) via simple random sampling, it was found that educational institutes focused their efforts for the improvement of teaching and non-teaching quality services, in order to swiftly respond to the target, and foster a stronger relationship with surrounding economic and productive system. Our study highlights the importance of considering both optimism and work engagement that energize employees’ job performance. Implications for human resource development and suggestions for future research are also presented.
Keywords:optimism, work engagement, job performance
1. INTRODUCTION
Teacher’s job performance is regarded as educational reforms throughout the world. It infuses on sense of accountability and honor to work hard during job hours and based on the teacher’s optimism and work engagement. It imposes behavioral patterns that keep in line with the nature of work. Optimism and work management provides opportunities for teachers to acquire autonomy and responsibilities. Optimistic ability leads to task accomplishment, from practitioners’ point of view it is one of the managerial characteristic (Javed, Ahmad, Nawaz, & Sajid, 2016) which influence job performance positively. Teachers’ optimism highlights to achieve a range of benefits accruing to the institution and participants, including: improvement of the job performance, lower absence rate for teachers and doing daily work effectively. Performance of teachers also focuses on achieving a privileged position for the organization to create the competitiveness environment, engagement in solving problems.
Optimism, work management engaged with performance engagement and optimism. We found that there are many practices like flexible work arrangements, training programs incentive rewards and so on. We also studied self-determination theory (Monk, 1994). In which we found that there are two forms of motivation. Employee behavior is also an important variable here. Through social exchange theory (Nash, 2008). We found that employees who receive benefits from their organization, they
Muhammad Naveed Jabbar Ph.D. Scholar University of Utara, Malaysia
Muhammad Nawaz (Corresponding author)
Ph.D. Scholar (Business Administration) National College of Business Administration &
Economics Faisal Ur Rehman
M.Phil. (Business Administration) National College of Business Administration &
Economics
Ghulam Abbas Bhatti
Ph.D. Scholar (Business Administration) National College of Business Administration &
Economics
responds the firm in a kind manner and perform their duties well and therefore they engaged in doing. In this study, main focus is on what factors are involved in employee engagement, optimism and job performance and what factors due to which employees are not engaged. Employee engagement has its vital role for the growth of any business organization (Lzumi, 2002). Work management builds the confidence among the employees for the effective performance (Irving & Meyer, 1999). Work management helps the employees to create good images and reputation that create the competitive environment during job hours (Locke, E. 1998). Employee management practices influence the attitudes and behavior of the employees so they tend to be more associated with that organization which is involved in employee management activities (Rivkin, 2005).
2. OBJECTIVE OF STUDY
In sum, the objectives of the study is to
1. Find out the relationship among optimism, work engagement and job performance.
2. Investigating the differences of opinions by teachers having less and more experience.
3. Investigate does optimism and work engagement really matter in improving job performance in education sector.
3. REVIEW OF THE LITERATURE Work Engagement
Work engagement has been popular within human resource engagement study. Work engagement is a engagement process for ensuring employees is focusing on their work efforts in such ways that contribute to achieve the organization's mission (Ashton, 1996). Work engagement tasks are to plan work in advance so that expectations and goals can be achieved, to monitor progress and performance of employees, to develop the employee’s ability to perform through training and work assignment. Work engagement not only consequences the job performance but many positive outcomes such as organizational citizenship behavior, minimize turnover intention, improve organizational commitment and thriving (Nawaz, Bhatti, Ahmad, & Ahmed, 2018; Nawaz, Abid, Arya, Bhatti, & Farooqi, 2018).
Optimism
Optimism is a source to create the best environment towards the completion of organizational objectives. Due to optimistic piece of thinking the employees perform well with heartedly and make them able to make best performance (Bajah, 1979). Every business organization laid stress on the good relationship among the employees and also towards employees. The good leadership style develops the level of performance of the employees through motivation and creating the competitive environment (Wilson, 2001). Optimism, and work management are important blessing for career success. Optimism effect workplace performance and it is a precious trait to be known as high performers (Hart, Oliver & Bengt Holmstrom, 1987).
Job Performance
The employees engage with on another during their job hours to ensure the commitment and manage their work to make the better performance (Bhatti, Nawaz, Ramzan, & Ullah, 2017), every business organization laid stress to adopt the best attitude towards the customers for the completion of their common goals. Job description is not direct relate to the employees’ behavior and attitude towards the customers but it proves as a stepping stone for effectiveness of the performance (Laffaldano & Muchinsky, 1985). Job discrepancy and job performance is a pleasurable or positive emotional state results from the appraisal of one’s job or job experiences additionally, job performance has emotional, cognitive, and behavioral components (Locke, E. A. 1976). Optimism and work management has positive relation between each other for making the employees’ profile best (Champoux, 1992). Job discrepancies and work environment also play a vital role for the better performance of the employees (Xie & Johns 1995).
The past research studies emphasis that the environment and transformational behavior of the leadership towards the employees provides the effective outcome (Cooper & Artz, 1995). When professional growth and commitment becomes ones energy invested in work and professional growth automatically brings willingness and confidence in teachers to take active part for the betterment of their performance (Njeru & Orodho, 2003). Shapiro and Wahba, (1978). Proposed leadership play a vital role in the establishment of freedom, forwarding problem for solution and collaborating trust. The leader-employee relationship regarding empowerment is detected in research as defines that Performance engagement is just like systematic process (Adu & Olatundun, 2007).
4. RESEARCH METHODOLOGY
In this study the independent variables are optimism and work engagement, and dependent variable is employees’ job performance. The study is descriptive in its nature. The private universities of Lahore (University of Management & Technology, Superior University, National College of Business Administration & Economics, Lahore Leeds University) were targeted population in the study. Since, education improves quality of life, life standard and most importantly women’s’ social status, thereby, education sector should be most prioritized sector for each country either it is developed or under developed (Nawaz, Ramzan, Nadeem, Bhatti, & Nadeem, 2017) that is one of the reason that the targeted population was from universities of Lahore, Pakistan. 284 respondents were selected by using simple random sampling approach. Survey method was adopted for data collection. To measure concerned variables Five Points Likert scale used. Reliability of the scale was checked by using Cronbach’s Alpha which depicted as 0.71 for optimism, 0.88 for work engagement and 0.79 for job performance. Since all the values of Cronbach’s Alpha are above 0.70, thereby, the data are reliable for further proceeding. Further, questionnaires were distributed to the 320 participants by which 300 were returned and after filtering the data collected from 284 were in accurate form, hence the response rate was 88.77%. After data collection the response of the participants entered in sheets using (SPSS). For analyzing data the inferential statistics was used i.e Mean and Standard Deviation, independent sample t-test and ANOVA.
5. DATA ANALYSIS
Table 1: Descriptive Analysis
Statements M SD
Optimism 3.91 .63
Work Management 3.93 .58
Job Performance 3.87 .80
Mean of the statements regarding optimism, work management and job performance promoted by the university teachers is ranging from M= (3.87-3.93), SD= (.58-.80) and total (M=3.90, SD=.67). It was found all the statements shown satisfied.
Table 2: t-test between more experienced (n= 144) and less experienced (n=140) teachers
Statement More Experienced Less experienced T Sig
M SD M SD
Optimism 3.82 .86 3.88 .90 .04 .96
Work Management 3.72 .92 3.18 .98 .07 .02**
Job Performance 3.78 .84 2.72 .86 .12 .00**
Level of significance *≤.05, **≤.02
Independent sample t-test was conducted to compare the scores of teachers. There was a statistical difference in optimism but not reaching at significance difference between more experienced score (M=3.82, SD=.86) and less experienced score (M=3.88, SD=.90). There was a statistical significance difference in work management because more experienced score was greater (M= 3.72, SD= .92) than less experienced (M=3.18, SD=.98). There was also a statistical significance difference in job performance because more experienced score was greater (M= 3.78, SD= .84) than less experienced (M=2.72, SD=.86).
Table 3:Analysis of variance regarding teachers’ qualification groups (n=284)
Source of variation SS df MS F Sig.
Job performance Between Groups .23 2 .11 .181 .835 Within Groups 95 147 .64
Optimism Between Groups 16.75 2 8.37 28.62 .000
Within Groups 43.01 147 .29
Work engagement Between Groups 7.74 2 3.87 13.20 .000 Within Groups 43.11 147 .293
Level of significance *≤.05, **≤.02
ANOVA was conducted regarding qualification groups (Master, M. Phil and Ph. D) of teachers. There was not a significance difference in job performance F (2,147) =.181, p=.835. Which is not significant at ∞=.05. There was a significance difference in optimism and work management.
Table 4:Post Hoc for qualification group of teachers regarding optimism
Master M. Phil PHD sig Post Hoc
M SD M SD M SD
3.92 .53 3.81 .61 .00 Master > M. Phil
3.92 .53 4.33 .29 .00 PHD > Master
It is indicated mean of the teachers about qualification Master= 3.92, M. Phil=3.81 and Ph. D. =4.33, p=.00. Teachers have significance different regarding qualification in optimism. It was found regarding qualification PHD > Master > M. Phil.
Table 5:Post Hoc for qualification group of teachers regarding work management
Master M. Phil PHD sig Post Hoc
M SD M SD M SD
3.84 .59 3.96 .52 .00 M. Phil > Master
3.84 .59 4.32 .28 .00 PHD > Master
3.96 .52 4.32 .28 .00 PHD > M. Phil Level of significance *≤.05, **≤.02
It is indicated mean of the teachers about qualification Master= 3.84, M. Phil=3.96 and Ph. D=4.32, p=.00. Teachers have significance different regarding qualification in work management. It was found regarding qualification PHD > Master > M. Phil.
6. CONCLUSION
It was concluded on the behalf of findings the majority of the statements were shown
satisfied about the statements of optimism, work management and job satisfaction. There was
not significance difference in optimism but statistical significance difference found in work
management and job performance between more experienced and less experienced teachers.
The teachers having more experience were well aware as compare to less experience about
optimism, work management and job performance. There was not significance difference in
optimism but significance difference found in work management and job performance
regarding the qualification of the respondents. Having qualification Ph. D participants had
more score as compare to M. Phil and Master.
7. DISCUSSION AND FUTURE DIRECTION
REFERENCES
1. Ashton, P. (1996). Improving the Preparation of Teachers’’Educational Research, 25(9), 21-22
2. Adu, E. O & Olatundun, S. O. (2007). Teachers’ Perception of Teaching as Correlates of Students’ Academic Performance in Oyo State Nigeria.Essays in Education, 20(1), 57-63.
3. Bajah, S.T. (1979). Correlates of students’ extrinsic school environment factors with level of attainment in a standardized test in chemistry. Journal of the Science Teachers’ Association of Nigeria 18(1).
4. Bhatti, G. A., Nawaz, M., Ramzan, B., Ullah, S., (2017). Impact of peer relationship and organizational culture on organizational commitment through job satisfaction: moderating role of psychological capital. Management and Administrative Sciences Review, 6(3), 145-160
5. Buchanana-Olson, J., Boswell, W. R.; LePine, M. A. (2004).Relationships between stress and work outcomes. The role of felt challenge, job control, and psychological strain.Journal of Vocational Behavior, 6(4), 165-181.
6. Champoux J. E. (1992). A multivariate analysis of curvilinear relationships among job scope, Work context satisfactions, and affective outcomes.Human Relations, 45(1), 87–111.
7. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement in high school: a cross-subject analysis with student fixed effects. Working Paper 11 Washington, DC: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research.
8. Cooper, A., &Artz, K. (1995). Determinants of satisfaction for entrepreneurs. Journal of Business Venturing, 10(6).
9. Hart, Oliver D. and Bengt Holmstrom (1987). The theory of contracts, in advances in Economic theory, fifth world congress, Bewley, ed. New York:Cambridge university press.
10. Laffaldano. M. T., & Muchinsky, P. M. (1985). Job satisfaction and job performance: A meta-analysis. Psychological Bulletin, 97(1), 251-273.\
11. Irving, P., & Meyer, J. (1994).Reexamination of the met-expectations hypothesis: a longitudinal analysis. Journal of Applied Psychology, 79(6), 937-949.
12. Javed, S.A, Ahmad, F., Nawaz, M.,Sajid, A., (2016). Identification of the organizational and managerial characteristics of organizations operating in project conducive environment – a preliminary study. Durreesamin Journal, 2(1)
13. Locke, E. A. (1976). The nature and causes of job satisfaction.In M. D. Dunnette (ed.), Handbook of Industrial and Organizational Psychology (pp. 1297-1349).
14. Monk, D. H. (1994). Subject area preparation of secondary mathematics and science: Teachers and students achievement.Economic of Education Review, 13(1), 125-145.
15. Nash, (2008). Quality and effectiveness in web-based customer support systems. Information & Management, 40(8), 757.
16. Nawaz M., Nazir, B., Jamil, M., Aftab, J., Razzak, M., (2016). Service quality in public and private hospitals in Pakistan: an analysis using servqual model. Apeejay Journal of Management Sciences and Technology, 4(1), 13-25.
18. Nawaz, M., Ramzan, B., Nadeem, M., Bhatti, G. A., Nadeem, A., (2017). The influence of higher education in improving women’s social status: an empirical evidence from Lahore, Pakistan.International Journal of Research-Granthaalayah, 5(7), 252-261
19. Nawaz, M., Bhatti, G. Ahmad, S., Ahmed, A., (2018). How organizational commitment of Pakistan Railways’ employees can be improve? Moderating role of psychological capital. Journal of Entrepreneurship, Management & Innovation, 14(1), 123-142.
20. Nawaz, M., Abid, G., Arya, B., Bhatti, G. A., & Farooqi, S. (2018). Understanding employee thriving: the role of workplace context, personality and individual resources. Total Quality Management & Business Excellence, (Volume & Issue No. In Process) 1-18.
21. Porter, L.W., & Lawler, E.E. III (1968).Managerial attitudes and performance. Homewood, II:Richard D. Irwin.
22. Rivkin SG, Hanushek EA, Kain JF (2005). Teachers, Schools and Academic Achievement.Econometrica, 73(2), 417-458.
23. Shapiro, H., &Wahba, M. (1978). Pay satisfaction: an empirical test of a discrepancy model.Management Science,24(6), 612-622.
24. Schools, in H. F. Ladd (ed.). Holding Schools Accountable: Performance-Based Reform in Education (pp.265-298).Washington, DC. Brookings Institution.
25. Ullah, S., Khan, I. U., Durrani, M. Z., Nawaz, M., (2017). The content and bibliometric analysis of articles publish in long range planning journal (2001-2016).Academic Journal of Social Sciences, 1(3), 293-303 26. Xie J. L., Johns G. (1995). Job scope and stress: Can job scope be too high? Academy of Management
Journal, 38(1), 1288–1309.
