INVESTIGATING TEACHER PERFORMANCE AND JOB ROTATION: THE ROLE OF SUPERVISOR SUPPORT AS MODERATOR

Abstract

Teacher professional development plays an important role in improving the quality of education. Job rotation may be implemented as a strategy that allows teachers to gain diverse experiences. This paper examines the effect of job rotation on job performance of school teachers, with the moderating role of supervisory support. 294 teachers working in primary and secondary schools from district Swabi participated. The study used quantitative approach and Primary data were collected through questionnaires. SPSS was used for statistical analysis. Results from regression and correlation analysis shows that job rotation and supervisory support both are positively correlated and influence job performance. However, the interactive effect of job rotation and supervisory support (jr2*ss) was found to be negative (B = -0.1006, p = 0.0802) and insignificant. These results highlights that sometimes resources lose their effectiveness due to excessive intervention of supervisors affecting teachers autonomy and creativity. In short, the finding shows that job rotation in schools can improve performance of teachers and increases motivation and adaptability.

Keywords: Job Rotation, Supervisory Support, Job Performance