Impact of perceived organizational support and job autonomy on teachers’ proactive behavior-moderating role of supervisor support

Abstract

This research analysed the impact of perceived organizational support and job autonomy on teacher’s proactive behaviour-moderating role of supervisor support among the teachers working in the secondary level school. School operate in a multifaceted and competitive environment which demand to adopt the updated context and situation. School depends on the teachers and expect from them to behave proactively, take initiatives and perform self-starting task to improve the whole work situation. Immediate supervisors are responsible for stimulating work-related behaviours like proactive. Prior studies do not research on the relationship of POS and Job Autonomy with teacher’s proactive behaviour. Therefore, this research has been developed to measure this impact with the moderating effect of supervisor support. For this research study, quantitative data is collected from school teachers of Lahore. To test the model, this study carried the regression, descriptive analysis, Cronbach alpha and correlation, by using SPSS and Structural equation Modeling. This study will help the educational institutes administrations to best understand the phenomena and enhance proactive behaviour, while giving required autonomy and support from organization and supervisors in their organizations. The study discussed the future implications on the gap identified for researchers to conduct study in future.