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European Journal of Economics, Finance and Administrative SciencesISSN 1450-2275 Issue 50 (2012) EuroJournals, Inc. 2012http://www.eurojournals.com/EJEFAS.htm

A Study on Factors Influencing Faculty Performance

Management System in Technical Educational Institutions

G. Barani

Asst.Professor / MBA / School of Management Studies

Anna University of Technology Coimbatore/India

E-mail: [email protected]

R. RajeshAsst.Professor / MBA / Sengunthar Engineering College

Tiruchengode / India, PhD Research Scholar

E-mail: [email protected]

Abstract

Performance management systems are considered as one of the important input for theorganizational success. Implementation of performance management systems ineducational institutions are in embryonic phase. Performance management system used inany organization or institution to align vision and mission with its requirements and to planday-to-day work, manage and evaluate business strategy, monitor operational efficiencyimprovements, and communicate progress to all stakeholders. This present work laid focuson the factors influencing on the performance of faculty members in technical educationinstitutions in Tamilnadu. 100 respondents are selected and data is collected by usingstructured questionnaire. Questionnaire contains four sections, first section deals with

personal profile, second section contains the factors influencing faculty performance, thirdsection enlists the preparedness of the institutes as to various activities and fourth sectionattracts suggestions from the respondents. The data collected is analysed through factoranalysis, multiple linear regression, t-test, chi-square rest and graphical analysis. It isconcluded that the factors are having impact on the faculty work performance.

Keywords used: Performance Management System, Personal Benefits, Job Security,Training and Development, Work Freedom

IntroductionPerformance management is a set of regular, enduring human resource activities carried out byemployers relative to their subordinates to augment and preserve employee performance toward theachievement of desired performance objectives. These activities, intended at encouraging best possibleemployee motivation and development of both individual employees and the organization as a whole(Waldman & Kennett, 2002). Implementation of effective performance management provides animportant means for aligning individual employee and team working behaviours with theorganizational goals (Fisher et. al, 2003). Considering performance management in educationalinstitutions is an influential indication to manage achievements and uphold the quality in educationalpurposes (Barber 2000; Fitzgerald 2000). In this respect, managing performance in educationalinstitutions provides stability and consistency in academic activities (Silcock 2002).


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169 European Journal of Economics, Finance and Administrative Science Issue 50 (2012)

This study stresses that the existence of effective performance management system ineducational institutions will ensure increased performance as a whole. This research largely implies theneed of human resource system and practices in the educational institutions, human capital and theirperformance is the largest resource for the success of educational institutions. The management has tofocus on the defining policies, departing vision and mission, deploying procedures, developing skills offaculties and delegating responsibilities for attaining objectives. Today educational institutions arefocusing on to develop their own interest rather than its stakeholders. Employees in corporate are

getting more monetary benefits than the teaching faculties. Teaching faculties are creator of the societybut welcomed and recognized poorly in working place and society at large. Many educationalinstitutions are not ready to spend a single rupee for the enrichment of faculties. Faculty turnover isevidenced to that reality. In the competitive environment and shifting students attitude from technicaleducation to arts and science education, lower mobility of other state/country students and increasedcost of operation causes for the dearth of focus on the faculty side. Removal of all odds and failurescan be possible by deploying suitable performance management techniques in the educationalinstitutions. Personal care of faculty will lay way for institute success, student success and facultysuccess along with increased job satisfaction and work efficiency. Hence it is advisable to use theresults of this present study for bringing improved work performance among the faculty members inthe work place. Hence this present study has been carried to test the factors influencing faculty

performance management system in technical educational institutions.

Statement of ProblemEffective implementation of performance management in educational institutions will enhance overallperformance in terms of student examination results, quality of teaching, perfection in work, healthyculture and behaviour, effective interpersonal relationship, work efficiency and so on. It doesnt requiremore fund and formality to establish, the most important concern in designing a performancemanagement system is its fitness with the institute strategic objectives, vision and mission and the mostimportant concern in providing performance related feedback is its fit with the institute culture.Managements must clearly define performance to their faculties to perform well at work. Facultys

works are multi-dimensional; it requires administrative, teaching, mentoring, communication,interpersonal traits, leadership capabilities and practical exposure in the subject they preferred to teach.Defining performance is a prerequisite to measuring and evaluating job performance of faculties.Timeline is a significant element in performance management system, considering data about pastperformance to set goals, plans, and objectives for the present that should result in high performance inthe future.

Performance management system can be done in the following ways, at first begins withestablishing suitable human resource planning consisting faculty development curriculum, systemizedwork assignment, compensation plans and rewards, motivation insights, training to attain institutevision and mission will maximize faculty performance. Second step starts with evaluation of facultyperformance at fixed time intervals, weekly by head, monthly by principal, once in a semester by

management in the areas like semester results, academic contribution, programme participation, paperpublication, and interest in all other academic activities. Third step setting standard to comparing theactual results of the faculty. Final step ends with the correcting deviations by giving advice,counselling, and training to the faculties. The positive side of work should be appreciated with awardsand rewards. At the same time the management cautious on the time of giving rewards and punishmentdecisions, it is not personal affairs and has influence in the entire institute success. Reward allocationinvolves sequential decisions about who are eligible to reward, how to reward them, and when toreward them. This will shape and sharp entire faculty behaviour, either directly or through explicitwisdom at the times of new assignment implemented. Faculties watch what happens to peers whomake mistakes; then they fiddle with their own behaviour consequently.


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Faculty Work Performance Need for the StudyIt is probable that a number of personal specific variables and a number of institution level variablesmay sensible or influence employees perceptions of problems with work performance in theinstitution. Personal specific factors include the privileges and expectations associated with their job.To meet cost of living and other incidental services money is the prime requirement, similarly to gaindignity in the society, a strong and respectful designation is desirable. Hence the personal expectationis differs from one person to another person. While applying this scenario in teaching profession, some

faculty members expect monetary benefits than non-monetary benefits and rarely a few are expect non-monetary benefits than the monetary emoluments. Teaching profession is somewhat connected withthe toughest job characteristics. Faculty members are considered as the role model for the students andsociety. It is not advisable to treat a faculty like a labour, executive or manager, he delivers the role ofguru to their students. If there is any scarcity in the above personal specific variable, the faculty cantcontinue their position in the long-run. These kinds of personal benefits cannot attainable alone; theseare all blended with their job. If the institution failed to satisfy the faculty members in this regard, theultimate loss will be in the hands of the institution. Hence it is advisable to bring job satisfaction bygiving enough job security with the suitable remuneration plan.

Among the all reasons pay plays a significant role in the work performance of faculty members.Some types of faculty members may be more sensitive to perceived inequity-related to pay. Similarly,

some organizational features may heighten faculty members perceptions of inequity. Little empiricalresearch has been conducted on the potential influence of personal specific and institutional levelvariables on perceived problems with merit plans in institutions of higher education. There were plentyof empirical research in the field of performance management system, however, has recommended thatpersonal specific variables such as gender, age, experience, seniority, educational qualification, periodof work or tenure may influence faculty members perception of pay inequity and their responses to payinequity. In addition to that, particularly, this research has recommended that the institution levelvariables like, superior tendency, management policy on human resource management, ineffectivehuman resource policies, inflexible work timing, excessive work load, torturing environment, lack offreedom in the delivery of work, salary level, timing of salary given, performance management systemand many more influence faculty members perceptions of and responses to pay inequity. To meet

economic, social and cultural challenges in work performance of faculty members require flexibleinstitutional structures and an implementing trend of modern management approach regarded as byflexibility, portability and the ability to take benefit of modern civilization.

Review of LiteratureThe literature review is specified here to show the reasons why performance management system isdesirable in any organization. Constant professional improvement puts ahead the great impact for theneed of performance management which is a device to stimulate faculties regarding their workexperience in order to improve their professional development and overall institution performance. Anendeavour to streamline and modernize institution atmospheres initiates the responsibility and

efficiency of faculties work. This provides great insights for performance management in institutionsbecause performance management fills the gap in the needs to manage faculty performance and it isalso used to get a basis posture for professional development and feedback in terms of vocationperformance (Crouch, & Mabogoane 2001). Whether it comes through district decentralization orschool choice options, site-based budget autonomy has been theorized to have the potential forimproving resource allocation and school performance (Odden and Clune 1998). Odden and Kelley(2002) argues that school-based budgeting allows for more flexible and efficient compensation plansaligned with performance and skills. Spending flexibility may lead to improvement in studentachievement.

Memon (2007) concluded that quality of faculty is an input to institutional success and forensuring the quality of faculties there must be well defined performance criteria. This study quoted


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educational qualification, teaching practices, nonexistence of proper monitoring system or effectivesupervision as reasons of low quality of teaching. Stephan and Dorfman (1989) found that theoutcomes of effective performance appraisal are improvement in the accuracy of employeeperformance and establishing relationship between performance on tasks and a clear potential forreward. According to Grote, D. (2000), Public organizations defined that Performance appraisal todayuse an essential part of organizational life, for it help to justify compensation differentiation,promotion, demotion, selection validation, and termination.

A curiosity in performance management has been an issue of latest academic attention (Otley(1999); Ferraira and Otley (2005), as has a distress with the use of targets in this perspective. Thisattention is significant in relation to the public services where there has been a distinguished practicalfocus on the use of targets (Broadbent and Laughlin, 2006) which are argued to be performanceprocedures that can be used in the context of performance management system. Broadbent andLaughlin (2003) formerly argued that in making themselves politically responsible to the electorate thegovernment has at the same time unmitigated managerial accountability down to the operationalessentials of the public services putting an importance upon the achievement of particular targets andprocedures.

There is a sufficient amount of empirical evidence exists in private sectors that indicates thatmerit pay plans generally have a positive impact on employee performance and organizational

productivity (Heneman, 2002; Huselid, 1995; Jenkins, Mitra, Gupta, & Shaw, 1998, Locke, Feren,McCaleb, Shaw, & Denny, 1980). Very little empirical research has been conducted concerning thepressure of merit pay plans on faculty performance in four-year colleges and universities. However,one recent study found that faculty perceived their merit pay plans to have a somewhat positive effecton teaching effectiveness, service levels, and research quantity and quality (Terpstra & Honoree,2008). Problems with the design or implementation of merit plans may interfere with employeesperceptions of either distributive equity or procedural equity (Folger & Konovsky, 1989; Terpstra &Honoree, 2003). Perceived pay inequity may lead to decreased motivation and performance, loweroverall job satisfaction, higher absenteeism and turnover, and more pay-related grievances and lawsuits(Milkovich & Newman, 2005).

Some notable exceptions (Konrad & Pfeffer, 1990), previous research on the determinants of

faculty pay has been largely a theoretical in nature and driven by curiorsity. A tighter coupling betweentheory and empirical research findings is sorely needed in this research domain. This present studyaddressed this problem, using an agency theory perspective to test the hypothesis framed on thedeterminants of faculty pay. Agency theroy has previously been used to provide a theoreticalframework to predict the basis of pay for non-programmable jobs, or jobs consisting of tasks that aredifficult to structure and where incumbents enjoy extensive discretion, such as those of executives(Tosi & Gomez-Mejia, 1989) and salespersons (Eisenhardt, 1988). This study show how agency theorycan be applied to univesity faculties through tests of hypothesis on faculty payderived from an agencytheory framework. This process improves conceptual understanding of the determinants of faculty pay;it also provides some interesting extensions of agency theory to the study of intra-organizational payallocations.

Raj Mestry et al.(2009) Evidence in literature indicates that Continuing ProfessionalDevelopment of teachers is essential in creating effective schools. The many changes that have takenplace in the education system arise out of the implementation of legislation and policies and therestructuring of the education system to align with the vision of the National Department of Education.F H Weeks (2012), This paper is directed at gaining conceptual clarity as to what is meant by aculture of learning and exploring two fundamentally different views as to how such a culture can benurtured within South African schools. The study is based on a multi-disciplinary literature review togain an understanding of the concept and the theo-ries advocated for bringing about a culture change.D Vos et al, (2012) The investigation indicated that the behaviour of the principals and that of theeducators contributed only to an average degree to the establishment of a more effective orga-nisational climate in the primary schools investigated.


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In addition to that the adoption of Total Qualtiy Management enhances credibility to meet therequirements of the facutly performance which leads to improve its competitive position among othersimilar academic institutions (Cornesky, 1994). The concept of quality has been changed following thedevelopment of management science with new dimensions (Daradkeh and Shibli, 2002). Managementresearchers and scholars have argued on the definition of total quality management based on theircultural back ground and work performance. Therefore, it is a management philosophy, strategicapproach and mean of change aimed to transfer modern organizations to patterns of thought and action

fits with environment and modern future requirements for bringing high work performance (Dagher,2001).

Objectives of the StudyThe study is carried with the following specific objectives:

1. To identify the factors affecting performance of faculty members in technical educationalinstitutions.

2. To identify whether the institutions vision, mission and the objectives with regards toperformance are communicated to faculty members.

3. To measure the effectiveness of the performance management systems adopted in educationalinstitutions.

4. To know the training and development initiatives undertaken by the management to achievetheir objectives.

5. To give suggestions to management for apt use of resources and better performancemanagement of faculty members.

MethodologySample & Design

This study has used personal interview method to examine the impact of performance management

system on private technical education institutions of Tamilnadu. Dual sets of sample is affianced to thisstudy, the first set deals with the selection of educational institutions and second set related withselection of respondents for the study. Selection of sample is based on the availability of faculty ofmembers and their willingness to convey response for the questions included in the questionnaire.Convenience sampling method is adopted to collect the sample. Sample collection is carried in themajor educational hub of Namakkal, Erode, Salem, Coimbatore, Chennai, Trichy, Madurai districts ofTamilnadu. 27 educational institutions are selected randomly, in which four are b-schools, five arepolytechnic colleges and rests are engineering and technology institutes offering undergraduate andpostgraduate courses. 100 respondents are selected for this study which consists of Head ofDepartments, Directors, and diverse cadres of faculty members had been conducted throughconvenience sampling. The descriptive research design has been employed for the present study. It is

the overall framework for the research and stipulates that what information is to be collected fromwhich sources by implementing what procedures.

Survey Instrument

A well-structured questionnaire is administered for collecting sample from the respondents. The surveyinstrument is divided into four sections. The first section in the questionnaire contained informationabout personal data regarding gender, age, monthly salary, designation, educational qualification,experience and additional responsibilities. The second section describes six factors with 40components (after checking Cronbach Alpha) on which faculty performance in educational institutionshas been measured on a 5 point Likert scale ranging from 5 to 1, 5 is for Highly Satisfied, 4 is forSatisfied, 3 is for Neither Satisfied nor Dissatisfied, 2 is for Dissatisfied and 1 is for Highly


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Dissatisfied. Third section covers the aspect of institute preparedness to convey its vision, mission andobjectives, effectiveness of performance management system, and training and development activitiesto enrich faculty performance. Fourth section attempts to collect suggestions for developing enhancedfaculty performance in the institution.

Application of Tools

Percentage analyses, Factor analysis, Multiple Linear Regression, T-test and Chi-square have beenused to analyse the data and get inferences from the data collected. Factor analysis is popularly used tocondense the larger number of variables into fewer dimensions for identifying the significant factorsinfluencing faculty performance in the institution. Multiple linear regression analysis has been appliedto analyse the impact of various factors on the faculty performance in the work place. Percentageanalysis describes the content in demographic information of the respondents. Demographicinformation of respondents is checked the provision of training and development initiative andperformance management system through chi-square test. Graphical representation will be given toincorporate faculty suggestions for implementing better performance management system.

ResultsAnalysis of Personal Profile

The collected data has been analysed using simple percentage analysis as per its components, which ispresented in table 1.

Table 1: Personal Profile of Respondents

Attributes Distribution Sample Number Frequency

GenderMale 81 81%Female 19 19%

Age

23 - 30 52 52%31 - 35 33 33%

36 45 11 11%46 & Above 4 4%

Monthly SalaryLess than 15,000 47 47%15,001 20,000 20,001 35,000 28 18 28% 18%35,001 & Above 7 7%

Designation

Lecturer 49 49%Assistant Professor 32 32%Associate Professor 12 12%Professor/Director 7 7%

EducationalQualification

UG 34 34%PG 21 21%M.Phil/ Others 24 24%Ph.D 21 21%

DepartmentScience & Humanities 33 33%Management Engineering 16 48 16% 48%Others 3 3%

Experience

Up to 2 Years 48 48%3 5 Years 28 28%6 10 Years 15 15%11 & Above 9 9%

(Source: Primary data)

Table 1 presents the personal profile of the respondents who have included for this study. Itcould be noted from the above table 81% of respondents are male and 19% are female, age is identifiedas one of the variable that had significant impact in the performance of faculty members, in this study


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52% respondents falling in the age group of 23 30 years. Monthly salary is an important variablehaving impact in the faculty performance, here majority (47%) of respondents are getting less thanRs.15,000 per month. Lecturer and assistant professor cadre is occupied 49% and 32% respectively indesignation part. Educational qualification clearly shows that UG occupies 34% and remainingqualifications occupies equally. Engineering (48%) disciple is considered largely for the present studyand 48% of respondents fall up to 2 years experience.

Factors Affecting Faculty PerformancePerformance management system must be continuing and its focal point must be on performancetracking and improvement rather than assessment of performance. It means institute should examinethe individual performance and organize interim meeting with individual to guide and mentor to them.In addition to that special training should be arranged in the areas which institute or faculty wants toimprove. Faculty performance is depends on the various factors in the job content, managementperception and attaining objectives. This can be categorized like personal benefits, job security,additional responsibility, training and development, teaching aid and facilities and work freedom.Personal benefits enlists the elements associated in the enrichment of faculty own affairs likeremuneration, casual and other leave, on-duty provision, permission to attend university valuation and

attending programmes, giving incentive for paper publication, granting of permission of further study,funds for membership and rewards for producing cent percent results. Similarly job security arises ineight elements, additional responsibility and training and development alters faculty performancethrough seven ways, teaching aid and facilities having impact in five ways and work freedom expectsfour other elements. These factors and its components are presented in table 2.

Table 2: Results of Factor Analysis

Factors Components Factor Loading Eigen Value% of Variance

Explained

Personal Benefits

Remuneration 0.911Leave Facilities 0.784On Duty Provision 0.743Permission for Valuation 0.694Permission for Programme 0.582 7.341 23.395

Publication Incentive 0.524Permission for further Study 0.779Funds for Membership 0.512Rewards for Performance 0.798

Job Security

Excessive work pressure 0.876Torturing environment 0.862Students Complaints 0.673Feed-back System Enquiry 0.715 0.721 6.214 18.894

Evening Classes 0.823Results 0.847

HOD/Principal Behavior 0.724

AdditionalResponsibility

Placement 0.718Clerical Work 0.756Developmental Work 0.787ISO/NAAC Work Estate/PropertyResponsibilities

0.535 0.536 5.322 15.056

Admission Work 0.726Committee Work 0.788

Training andDevelopment

Staff Development Programme 0.769FDP/Workshop (Outside) OrganizingSeminar & Conferences

0.778 0.7260.613

4.736 9.328

Creating Pedagogy Skills 0.682Interaction with Industry 0.697


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Table 2: Results of Factor Analysis continued

Optimum Workload 0.639Tie-up with Leading InstitutesLCD Presentation 0.816

Teaching Aidand Facilities

Smart Board 0.529Internet 0.823 3.064 5.267Library 0.796

Amenities 0.673Own Teaching Style 0.810

Work FreedomWork Autonomy 0.797 2.127 3.051On-time Entry & Exit 0.693Participation in Decision making 0.617

Source: Primary data

Work performance of teaching faculty relies on the expectation and avoidance of certain factorsassociated with their job. Offering adequate personal benefits directs the faculties to perform their jobthrough self-motivation. Job security of faculty is disturbed largely by the academic work pressurefrom the management and students. Assigning additional responsibilities diminishes facultyperformance, providing adequate training and development, teaching aid and other facilities and work

freedom will ensure peaceful working atmosphere. Putting together all factors explain 74.991% ofvariance in data in six factors affecting faculty performance. Personal benefits are the high influentialfactor in faculty performance and it is loaded with nine elements and it explains 22.326% of variancewith the Eigen value of 7.341. Job security is another prominent factor in faculty performance, whichis encumbered with eight elements. It explains 18.894% of variance with the Eigen value of 6.214.

Assigning additional responsibility has an impact on the faculty performance and this factor isconcerned with the assignment of clerical work, admission work, development work, placement, estatein-charge and so on. Seven variables are grouped under this factor and it explains 15.056% of varianceand has Eigen Value of 5.322. Proper training and development will bring required quality ofperformance among the faculty members; hence this factor is loaded with seven components. Itexplains 9.328% of variance and has Eigen value of 4.736. Facilitating teaching aids and other

facilities can be done through LCD, smart board, internet, well-equipped library and amenities. Itexplains 5.267% of variance and has Eigen value of 3.064. Work freedom is loaded with fourcomponents and it explains 3.051% and had Eigen value of 2.127.

Factors Affecting Faculty PerformanceTable 3 describes multiple liner regression, which is used to analyse the factors affecting facultymembers performance in the institutions.

Table 3: Factors affecting Faculty Performance

IndependentVariables

DependentVariable

Un-standardized Co-efficient Beta Co-efficient

t-value Sign.B Std. Error

Constant FacultyPerformance

-0.857 0.664 -1.496 0.118Personal Benefits 0.431 0.045 0.491 6.264 0.000Job Security 0.182 0.074 0.145 2.123@ 0.029AdditionalResponsibility

0.209 0.093 0.131 2.145@ 0.028

Training &Development

0.093 0.121 0.087 0.889* 0.369

Teaching Aid &Facilities

0.179 0.106 0.106 1.975 0.072

Work Freedom 0.112 0.047 0.124 1.994 0.063

R 0.746


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Table 3: Factors affecting Faculty Performance continued

R Square 0.573Adjusted R Square 0.50F Value 23.251

Note: $ significant at 1%, @ significant at 5% and *significant at 10%.

Table 3 explains the values of R2

(0.573) and adjusted R2

(0.50) which indicates 57.3% ofvariation on faculty performance is explained based on six fundamental factors described in facultyperformance. From the list of six independents variable, personal benefits possess highest betacoefficient (0.491) and t-value (6.264) are statistically significant at 1% of level. It strongly evidencesthat personal benefit plays a crucial role in the faculty performance in the work place. Likewise jobsecurity (0.145), additional responsibility (0.131), teaching aid & facilities (0.106) and work freedom(0.124s) are statistically significant at 5% level. Training and development (0.087) is significant at10% of level. It is concluded that all the six factors have relative influence on the performance offaculty members in the educational institutions.

Chi-square AnalysisChi-square analysis is used to test the relationship between personal profile and their attitude towardsvarious institute activities shown in the following table.

Table 4: Chi-Square Test

No relationship betweenCalculated

Value

Degrees of

Freedom

Table

ValueResult

Experience and Institute Objectives 14.802 6 12.592 RejectedGender and Effectiveness of PMS 4.234 2 5.991 AcceptedEducation and Effectiveness of PMS 13.858 6 12.592 RejectedDesignation and Training & Development Initiatives 16.743 6 12.592 Rejected

It could be concluded from the table 4 that the calculated chi-square value is more than the tablevalue and null hypothesis is rejected at 5% of level of significance to the relationship betweenexperience of respondents and vision, mission and objectives of institute. Similarly relationshipbetween education and effectiveness of performance management system, and designation and trainingand development initiatives also rejected. The relationship between gender of the respondents andeffectiveness of performance management system is accepted at 5% of level of significance.

Graphical RepresentationThe faculty members are asked to suggest few things for bringing better performance managementsystem in the workplace. As per the ideas generated in pre-test all the aspect of faculty developmentcan be categorized in to seven ways. These are explained with the respondents suggestions in thefigure 1.


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Figure 1: Suggestion for Healthier Performance Management System

Source: Primary data

It is noted from the above figure 1, systematized workflow ensures proper performancemanagement system to faculties of technical institutions, it is revealed by 14% of respondents.Systematized workflow gives proper direction to perform their day-today work. Training anddevelopment preferred by 16% of respondents for bringing healthier performance management systemin the institution. Compensation policies have impact on the performance hence it is opted by 12% ofrespondents. Recognition and appreciation is the curing techniques in the depressed situations, it issuggested by 18% of respondents. Optimum work load will bring healthier performance among thefaculties; it is the suggestions of 17% respondents. Career development activities will enhance theperformance of faculty to 13% respondents. Resource accessibility will bring huge performance amongthe faculty members, revealed by 10% of respondents.

ConclusionPresent research work has been carried out to investigate the factors influencing faculty performance oftechnical education institutions and is concluded with the following findings. Personal profile contains81% of respondents are male, 52% of respondents are between the age group of 23-30 years. 47%respondents monthly salary less than 10,000, 49% are lecturers , 34% are UG holders, 48% belongs toengineering disciple and 48% are having experience less than 2 years. Factor analysis extracted sixfactors which influences highly on the performance of faculty members, which significantly explain75% of variances in data. These factors are related with the personal benefits of the faculty members,job security aspects, additional responsibilities, training and development, teaching aid and facilities in

the college, and work freedom in the routine work schedule. Multiple linear regression results showthat all the factors identified by factor analysis have direct and positive impact with the factorsinfluencing faculty performance. It shows 57.3% of variation of factors influencing performance oftechnical institute faculty members. Chi-square test accepts the null hypothesis of relationship betweengender and effectiveness of performance management system at 5% level of significance. Relationshipbetween experience and institute objectives, education and effectiveness of performance managementsystem, and designation and training and development initiatives rejected.


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