Unlocking Teacher’s Innovative Work Performance with Idiosyncratic Deals. The Parallels Mediating Models of Pakistani Universities
Abstract
Over the last decade, the education system has seen significant technical and architectural transformations after the COVID-19 epidemic. Additionally, it affects the innovative work performance and energy levels of teachers. This research examines the impact of idiosyncratic deals on the innovative work performance of university instructors in Pakistan. The attitude towards performing well serves as a mediator between innovative work performance and I-deals. In addition, cognitive dissonance has also served as a mediator between innovative work performance and ideals. Data for the current research were gathered from a sample of 392 university professors for further analysis and interpretation. The findings suggest that idiosyncratic deals substantially impact instructors' innovative work performance. Cognitive dissonance has a largely detrimental impact on idiosyncratic deals and the effectiveness of teachers' innovative work performance. Furthermore, a positive attitude towards performing well has a partial impact on teachers' idiosyncratic and innovative work performance. Cognitive theory advocates for examining methods to enhance teachers' positive energy throughout the execution of their duties. This research provides valuable insights for academic institutions and policy leaders in Pakistan's education sector.
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