UNRAVELLING THE IMPACT OF EMPOWERMENT AND ACCOUNTABILITY ON JOB CRAFTING WITHIN SERVANT LEADERSHIP FRAMEWORK

Abstract

Since teachers have a critical role in influencing the future, it is imperative in today's educational environment to ensure their sustainability. This study explores the complex relationship between empowerment and accountability—which is ingrained in servant leadership frameworks—and how it affects the job crafting behavior teachers at public high school level for their long term sustainability. This research is survey research in which the population consisted of all public high school teachers of Karachi. Through the multistage sampling method, 40 teachers were selected from public high schools of Karachi Central. A questionnaire was used as a research tool which consisted of 15 proposed scenarios in relation to the two constructs of servant leadership and job crafting behavior and evaluated on the basis of the Likert Scale. Regression Analysis using SPSS version 22 was used to analyze the responses and null hypotheses were rejected. Findings revealed that empowerment and accountability positively impact the job crafting behavior of teachers. The results further indicate that empowerment along with accountability can be utilized to enhance the task crafting, cognitive crafting, and relational crafting behaviors in teachers which can help to promote teacher sustainability at high school level. The research study is limited to teachers with a small sample size from public high school in two towns of Karachi which were selected through convenience sampling due to organizational structure difference and limited time constraints. The findings highlight that for the success of the organization Principals should enhance both personal accountability along with empowerment within the servant leadership style parameters in public high schools because it increases the scope, size, timings and duration of teachers’ work related activities thus promoting teacher well-being and sustainability. The experiences and perceptions of teachers in public high schools of Karachi regarding empowerment, accountability and job crafting is underrepresented in literature, this study adds to the body of knowledge on educational leadership and teacher sustainability in diverse cultural and socio-economic settings.