Organizational Support Effect on Teachers’ Well-Being and Job Satisfaction at University Level
DOI:
https://doi.org/10.62997/rl.2025.41021Keywords:
Organizational Support, Well-Being, Job SatisfactionAbstract
The study aimed to investigate the differences between organizational support and job satisfaction regarding gender, qualification, and experience. The data used in the study was quantitative and gathered through survey methodology. The population for this study consisted of all teachers and faculty of humanities and social sciences at Lahore Leads University. A multistage sampling approach was used to choose the faculty of humanities and social sciences. In the first step, faculty members from the humanities and social sciences were chosen using a stratified sampling technique; in the second stage, faculty members from the four faculties of Lahore Leads University were chosen as a study sample using a census sampling technique. The researcher used a self-developed questionnaire to gather data, which were then analyzed using SPSS (Statistical Packages for Social Sciences) and calculated using inferential statistics. Based on the study's findings, the study suggests intangible resources as a free way to boost teachers' work-related engagement. University management and colleagues might provide support through acknowledgment, feedback, knowledge sharing, and other things to improve teachers' job engagement.
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