Mapping Contextual Performance and Teacher Performance in South Punjab: A Comparative Study in Public and Private Educational Institutions

Abstract

This study investigates the relationship between Contextual Performance (CP) and teacher performance  in  the  educational  landscape  of  South  Punjab.  Conducted  across  both public  and  private  educational  institutions,  the  research  aims  to  compare  and  contrast the levels of CP exhibited by teachers in these settings. The study delves into the impact of CP on  teachers'  performance,  exploring  how  these  voluntary  behaviors  influence  educational outcomes.  A  convenience  sampling  method  was  employed  to  assess  the  performance  of instructors  in  both  government  and  private  schools.  This  involved  selecting  a  sample  of principals and teachers for evaluation purposes. As a result of the researchers' meticulous efforts, all 300 surveys were distributed to teachers,and 60 questionnaires were dispatched to principals, indicating a high level of engagement from the participants. In order to achieve accurate findings, the researchers employed various statistical methodologies in the analysis of the collected data. Based on the findings of this study, it was observed that school instructors exhibited a high level of CP, with a special emphasis on traits such as compassion, politeness, and conscientiousness. The  results  of  the  study  indicated  a  statistically  significant  association  between  CP  and  the performance  of  instructors  in  both  public  and  private  educational  institutions.    Utilizing comprehensive  data  analysis  from  a  diverse  sample  of  educators,  this  comparative  study provides  insights  into  the  significant  role  of  CP  in  shapingteacher  effectiveness  within  the educational framework of South Punjab's public and private institutions.