The effect of sustainable human resource management and emotional Intelligence on job performance of secondary school teachers: a mediation of psychological ownership

The public education sector, specifically in developing countries like Pakistan, has a serious problem of teacher‘s job performance with limited resources, lack of research, and evidence-based administrative interventions. This study aims to investigate the effect of sustainable HRM and emotional intelligence (EI) on teachers‘ job performance (TJP). This study also aims to investigate the mediating effect of psychological ownership (PO)
on the relationship between sustainable HRM and EI towards TJP in the public secondary school of Punjab Pakistan. Psychological Possession Theory (PPT) and Organizational Support Theory‘s (OST) assumptions were tested for the effect of sustainable HRM and EI on TJP through the mediation effect of PO. The sustainable
HRM was measured using employability (EP), sense of personal responsibility (PR), work-life balance (WLB), and training (T), while all other variables were measured unidimensionally. The response was gathered by a self-administered survey based on stratified proportionate random sampling among secondary school teachers in 36 districts of Punjab Pakistan. The collected data were analyzed using the structural equation model (SEM) technique in Smart PLS. The results of PLS-SEM path modeling analysis for a sample of 451 secondary school teachers revealed that two out of four dimensions of sustainable HRM (EP and T) have a positive effect on TJP, while PR and WLB has an insignificant association with the TJP. Moreover, EI is negatively associated with TJP. Besides, three out of four dimensions of sustainable HRM namely PR, WLB, and T are
positively associated with PO, while EP is negatively associated with PO. Further, EI is positively associated with PO. The study also shows that PO as positively affecting TJP. Finally, PO serving as a mediator in the relationship between three dimensions of sustainable HRM (PR, WLB, and T) and EI with TJP. Based on the findings of this study, the education department could focus on teachers‘ sustainability which further developed the PO, which in return enhance TJP. Most importantly, the school education
department should focus on increasing the level of PO as to boost the TJP. Finally, the theoretical and practical contributions, as well as limitations and recommendations for future research are also discussed in this thesis.