PREDICTORS OF INDIVIDUAL CHARACTERISTICS, INSTITUTIONAL CHARACTERISTICS AND LEADERSHIP SUPPORT TO THE RESEARCH PRODUCTIVITY OF TEACHER EDUCATION FACULTY IN HIGHER EDUCATION OF PAKISTAN

Previous studies have shown that both individual and institutional factors along with leadership support are significant predictors of faculty research productivity but there are no generalizable studies in Pakistani context. Therefore, the present study attempted to examine the contribution of the Independent Variables (IVs) in the teacher education university faculty in Pakistan. A random sample of 173 teachers from 25 public sector universities of teacher education programs was included in the sample through a stratified random sampling. A questionnaire containing 78 items on Likert scale was used to elicit the responses of the faculty members. The Pearson r correlation matrix showed that individual characteristics was not statistically significantly correlated with productivity as r=.195, p>.05, two tailed. The relationship between institutional characteristics was also statistically insignificant (r=.169, p>.05 two tailed). The leadership support was also statistically insignificantly correlated with productivity (r=.138, p>05 two tailed). We assessed the role of gender, age and academic qualification as our demographical variables. Gender had a weak negative but statistically significant relation with productivity (r=-.292, p =.001). From a multiple hierarchical regression analysis, we found that the academic qualification, age and qualification were significant predictors of research productivity. Work habit was the only dimension from our quantitative variables was also a statistically significant predictor of research productivity