ANALYZING THE HEADS’ ORGANIZATIONAL DE-HUMANIZATION PRACTICES IN PRIVATELY MANAGED SCHOOLS AND IMPACT ON TEACHERS’ PERFORMANCE

Abstract

Organizational practices play a pivotal role in shaping teachers’ mental health and job performance; therefore, careful attention to these practices is essential. The present study aimed to examine the impact of organizational dehumanization practices on teachers’ well-being and performance. A descriptive research design was employed, using a survey method to investigate the phenomenon. The population comprised all private schools in District Sargodha, from which a sample of 200 teachers was selected. Data were collected through a self-developed questionnaire, and the instrument’s reliability was established using Cronbach’s alpha. The findings revealed that organizational dehumanization has a significant negative effect on teachers’ well-being and performance. Specifically, an increase in dehumanizing practices was associated with a substantial decline in teachers’ well-being and job performance. Based on these results, it is recommended that head teachers in the private sector take proactive measures to reduce dehumanization practices in order to enhance teachers’ well-being and performance, thereby fostering a more supportive and productive environment for both teachers and students.