Effect Of Faculty Work Engagement And University Administrative Support On Teaching Effectiveness

Abstract

The current study primarily aimed to examine the exert influence of teachers’ work engagement and university administrative support on teaching effectiveness. To accomplish this prior objective, a survey research design of quantitative method was employed. Three strata were developed to select the sample based on the faculty of social sciences, faculty of physical sciences, and faculty of oriental/language sciences. 309 university teachers and 8909 graduate students were randomly selected as the study sample. The questionnaire was used to gather the data through the Utrecht work engagement scale developed by Schaufeli and Bakker (2004), the teaching effectiveness scale developed by Shahzad and Mehmood (2019), and the dimensions of administrative support Survey scale developed by Yilmaz (2016). University teachers and students were identified greater satisfaction with teachers’ work engagement and teaching effectiveness. The study found a significant effect of teachers’ work engagement and university administrative support on teaching effectiveness.