Multidimensionality of job performance: An empirical assessment through scale development

Almaas Sultana

Abstract


Purpose: The objective of the present study is focused on the development and validation of a job performance scale. An empirical framework was developed to measure the teacher’s performance by adopting four dimensions of measurement viz. Task-Performance, Contextual-Performance, Counterproductive-Work behavior, and Adaptive-Performance.

Methodology: The self-designed supervisory rating scale has been used for the present study. Thirty-Six items were generated to measure the job performance scale. A convenience sample of 423 principals was taken to rate the teacher’s performance. Exploratory and confirmatory factor analyses (CFA) were used for validation of the job performance scale.

Findings: The outcomes of EFA indicated three factored structure of job performance constructs. The results of CFA confirmed job-performance as a reliable and valid construct.

Research limitations/Implications: The present study provides the theoretic development of a scale for the operationalization of job performance among teachers. It will help the principals, supervisors and academic policymakers to design, modify and organize the performance of teachers which will upsurge the long-term performance of students in academics. The performance of a teacher cannot be assessed only from a single perspective i.e., principal or supervisor with a minimum sample of government school principals only. Therefore, future research should validate the performance of teachers with all the three perspectives including principals, teachers, and students considering both private and public sectors.

Originality: The study developed and validated the job performance construct with an updated scale developed procedure.

Paper type: Empirical


Keywords


Job Performance, Exploratory Factor Analysis, Confirmatory Factor Analysis and Nomological validity

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References


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