Journal of Advances in Management Research

Performance management model for teachers based on emotional intelligence

and social media competencies
Irameet Kaur, Charu Shri, K.M. Mital,
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To cite this document:
Irameet Kaur, Charu Shri, K.M. Mital, (2018) "Performance management model for teachers based
on emotional intelligence and social media competencies", Journal of Advances in Management
Research, Vol. 15 Issue: 4, pp.414-433, https://doi.org/10.1108/JAMR-09-2017-0086
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JAMR
15,4
414
Received 5 September 2017
Revised 22 November 2017
2 February 2018
31 March 2018
Accepted 26 July 2018
Downloaded by Doctor Irameet Kaur At 07:10 19 September 2018 (PT)
Journal of Advances in
Management Research
Vol. 15 No. 4, 2018
pp. 414-433
© Emerald Publishing Limited
0972-7981
DOI 10.1108/JAMR-09-2017-0086
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0972-7981.htm
Performance management
model for teachers based on
emotional intelligence and social
media competencies
Irameet Kaur
Department of Management Studies, Rukmini Devi Institute of Advanced Studies,
New Delhi, India
Charu Shri
School of Management, The Northcap University, Gurugram, India, and
K.M. Mital
The Northcap University, Gurugram, India
Abstract
Purpose – The technological advances worldwide are posing challenges for the teaching fraternity.
However, certain competencies can enable the teachers to enhance their performance by managing self and
adopting flexible teaching and learning tools. The purpose of this paper is to identify, analyse and model such
competencies with special reference to emotional intelligence and social media competencies (SMCs). A
competency framework is developed and a subsequent performance ranking system is derived in this study.
Design/methodology/approach – The statistical approach of multiple regression using partial least
square based strucutural equation modelling is used for model development by estimating the impact of
various competencies on performance. The technique of analytical network process is applied to derive a
performance management system for ranking employees.
Findings – The paper estimates the relative impact of various competencies on superior performance of
teachers, thus enabling to develop a competency model. A performance management and ranking system has
also been developed.
Practical implications – A working practical model for performance management and ranking of teachers
is developed on the basis of different criteria having different weightage. The ranking model can enable to
develop suitable strategies for making effective recruitment and appraisal decisions.
Originality/value – The performance management model integrates emotional intelligence
competencies, SMCs along with knowledge, skills and attitude, to develop fair and weightage-based
performance ranking system.
Keywords Structural equation modelling, Analytical network process, Teaching effectiveness,
Emotional intelligence competencies, Social media competencies, Teaching competencies
Paper type Research paper
Introduction
The fast paced technological advancements have crossed the realms of business to enter
boundaries of education sector. The latest trends are not only relevant for the managers, but
academicians and teachers are also exploring their uncountable benefits. However, it is also
posing many challenges for teachers due to the changing expectations from them. A peep
into tomorrow displays a teacher who is digitally strong, professionally competent,
adequately skilled, emotionally controlled and attitude-wise motivated. Meeting more
stringent expectations from students and parents, added professional demands and
increasingly rigorous course content often add emotional and professional stress to
teachers’ lives. While the teachers are committed to their content and profession, digitally
expert students of today come with a different set of expectations and experiences.
Connecting with them, answering their questions and motivating them, now requires
 teachers who are able to control varied emotions (Zembylas, 2005) they experience and are Performance
open towards new methods of teaching. management
Organisations need to maintain highest standards of excellence for inspiring teachers to model
adapt to the digitally changing world while managing their emotions outside and inside
classroom. One way to achieve this is to understand varied competencies that transform
teachers to superior performers. A competency framework for effective teaching can be a
useful starting point to assess teachers’ performance and prepare them for a better tomorrow. 415
Teaching competencies have been studied by several researchers in different contexts.
With reference to competencies in present day scenario, two main competencies emerge as the
most promising ones – competencies that relate to managing emotions and adapting to social
media as a learning and teaching tool. As competencies are a behavioural approach to
emotional intelligence (Boyatzis, 2009), managing emotions can be considered a manifestation
of emotional intelligence competencies (EICs). Researchers such as Goleman (1995), Koman
and Wolff (2008) and Spencer and Spencer (1993) have already established that the EIC
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differentiate superior performance from average performers. Similarly, adapting and updating
oneself with latest social media platforms can be a manifestation of social media competencies
(SMCs) which include awareness and effective usage of social media for teaching and learning.
EIC and SMC represent differentiating competencies that segregate the superior performers
and effective teachers from an average or a mediocre teacher.
Relevance of affective and emotional competencies of teachers is realised for long both in
research and practical side by Goparaj and Sharma, Hargreaves (1998) and Nias (1993).
However, not much work is done on how the proper management and regulation of
emotions by teacher can have a beneficial impact upon his performance.
On the other side, digitalization and growing power of technology-based tools and
resources enables teachers to address the challenges of the twenty-first century education.
With effective use of latest learning tools, teachers can address the needs to constantly update
themselves in knowledge and to keep the interest of students alive (Kaur et al., 2015). Teachers
need to adapt to social media tools to make their teaching effective. Adopting flexibility in
teaching methods with efficient usage of social media will not only make teaching interesting,
it may also help in the overall development of students as well as of teachers.
In light of the above background, the current study attempts to analyse, test, validate,
model and apply the competency impact of core competencies (knowledge, skills and attitude
(KSA)), EICs and SMCs on superior performance of a teacher. The first section of the study
attempts to analyse the impact of various competencies including EIC and SMC to achieve
superior performance. The second section comprises deriving a competency framework
integrating all the competencies. The third section attempts to explore the practical
application of the competency framework developed in multi-criteria decision making for
performance evaluation of teachers. The last section includes conclusion and implications.

Literature review
The term competency as a measure of individual performance is most commonly accepted
as the underlying characteristic or input related to superior job performance (McClelland,
1973; Boyatzis, 1982). The subsequent adaptations viewed competency as an outcome that
includes not only knowledge and skills but also the measures of personal effectiveness for
performing a job (Ashworth and Saxton, 1990; Silver, 1991). Mulder et al. (2009) define
competency as series of “integrated capabilities consisting of clusters of KSA necessary for
task performance and problem solving”. Competence can also be considered as the
capabilities of superior performers (Gibbs, 2008). The level of maturity in competencies is
basis for assessing essential superior performance in a profession. Accordingly, the
competencies of a teacher in higher education need to be evaluated carefully as they are
creators of new knowledge, values and relations beneficial to students, institutions as well
 JAMR as their own selves. Hence, any intellectual organisation should identify, model, use and
15,4 systematically develop relevant competencies of their employees.
Organisations can develop a competency model by analysing the competencies
exhibited by superior performers. One of the earliest references to competency models can
be found in the work by McLagan (1980, 1996) who developed a competency model for
human resource planning. Erstwhile authors offer varied views on the development of
416 competency models ranging from a prescriptive view (Gray, 1999) to a futuristic approach
(Dalton, 1997). While it is believed that competencies that separate superior performers from
average ones mainly consist of the changes in their attitudes, knowledge and traits, it is
further added that it should also include the expected outcomes of their performance
(Lucia and Lepsinger, 1999; Matuska, 2012).
Although many studies have addressed competencies and competency models in
organisations, a very limited research exists for developing competency models and their
applications in teaching profession (Xu and Ye, 2014). Kunter and Baumert (2006) developed
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a COACTIV (cognitive activation) model of teachers’ professional competence from a

multi-dimensional perspective, closely referring to interplay of cognitive and self-regulatory
characteristics needed to cope with work pressures (Weinert, 2001). Blaskova et al. (2014)
created a competency model for university teachers which focusses on the positive as well
as negative competencies of university teachers.
Despite great potential in India, competency development, mapping and modelling still
remain relatively uncommon in the teaching profession. Very few studies are reported
involving competency models for teachers in the higher education sector (Tripathi and Suri,
2010). The higher education institutions are undergoing significant changes with growing
emphasis on digitalization. Nair (2012) also pointed out that not many studies have been
carried out which specifically focus on competency model and advantages of using it in the
education sector. The study by Tripathi and Suri (2010) provides a base for competency
model for faculty members and explores new avenues and competencies for roles of
teachers. Tripathi et al. (2010) developed a personality, ability, knowledge and skills based
competency model for faculty assessment and claimed it as a rare model available for the
enhancement of performance in academia.
The competency models do not serve much relevance unless applied on practical human
resource functions. The most widely accepted application of competency frameworks is
realized in the area of performance management. There is a consensus on the thought that
teachers’ competence, conscientiousness and consciousness are the key to deliverables of
effectiveness and superior performance. If the performance assessment systems revolves
around competencies, it can enable the organisations to have a holistic review of the teachers’
competencies and decide upon actions based on their comprehensive assessment. Some of the
earliest studies related to competency-based performance management for teachers have been
discussed by Lauden (1992) where reference is made towards competency standards in
teaching with special emphasis on knowledge and skills of teachers. The concept of
Competency-based Performance Appraisal System for Teachers, developed by Galang (2010),
aims to support for continuous professional growth of teachers and to recognise their
accomplishments in terms of incentives, awards and promotions. Kandula (2013) pointed out
the significance of competency-based performance management. It can help the organisations
to accomplish its objectives through constant enhancement of distinct competencies and
achieving elevated worth of human capital. In addition to it, competency-based performance
management maximises productivity, performance and efficiency by plotting right people at
right place and by providing right tangible measures and benchmarks for their assessment.
It is observed that not much literature is reported for competency modelling and
evaluation mechanisms integrating emotional intelligence and SMCs with respect to
performance. The process of competency modelling includes the analysis of competencies,
 their classification, estimating their proficiency level and weightages, model validation and Performance
finally execution. Albeit their growing importance in higher education is being realised by management
various researchers, these competencies have often been covered with congruence to model
classroom management and digital competencies. Discrete analysis of these competencies
and their in-depth association with KSA still remain a relatively unexplored area. The
detailed analysis of how these competencies lead to superior performance has largely been
unattended. Even though the competencies required by higher education teachers have been 417
discussed at length in various studies, not many attempts have been made to develop
competency frameworks for the same. Similarly, vast literature is available on the teaching
competencies required, respectively, from students’ point of view and an Institution’s point
of view. However, fewer studies have been aimed to integrate the perspectives of all three
stakeholders in the teaching process – student, teachers and institutions to develop a holistic
view of teaching competencies. It was also observed that not many competency models have
been proposed for teachers in higher education sector especially in the Indian context.
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Most of the competency models have been proposed grounded on theoretical basis and
empirical studies on the same have not been reported substantially. So far, all the
competencies required for teaching have been organised under the broad purview of KSA.
KSA are required by every teaching professional, however, competencies that make them an
effective teacher and distinguishes them as superior performers lack a detailed analysis.
How these differentiating competencies are related to the basic threshold competencies of a
teacher to achieve superior performance of teachers is also a research gap which if
addressed can provide valuable insights in practice. A comprehensive competency
framework which incorporates the aspects of emotional intelligence and social media for
modern day educators has also not been observed. Although the competencies have always
been associated with superior performance, not many competency models based on
empirical support have been able to link the competencies with superior performance.
The current study aims to bridge the gaps in the literature as discussed above by
developing a competency framework and applying it for performance evaluation. The study
also attempts to construct a performance evaluation mechanism with regard to the
interdependence between the various competencies identified for superior performance.

Identification of competencies
Kandula (2013) suggested five steps towards competency modelling, namely analysis,
classification, proficiency levels and weightages, validation and execution. The steps have
been achieved in the manner as explained in this section.
The first phase of competency modelling includes identifying and analysing the
competencies through quantitative or qualitative analysis of the data collected. First, the core
competencies of a teacher were identified by the framework developed by Kaur and Shri
(2015) on competencies for effective teaching. The competencies have been compiled both
from students and institutions perspective and have been categorised through factor analysis.
The EICs for the present study have been derived from the Emotional Quotient (EQ) test as
developed by Chadha and Singh (2001) which was administered to the respondents as
explained in the later sections. Two major reasons for choosing this test were that it is relevant
in the Indian context and, second, this test has already been tested and validated on the teacher
community. The test has a test-retest and split-half reliability of 0.94 and 0.89, respectively, and
validity of 0.89. The test has already been tried online by more than 25,000 people worldwide.
It is based on the definition of emotional intelligence by Singh (2003), “the ability of an
individual to appropriately and successfully respond to a vast variety of emotional stimuli
being elicited from the inner self and immediate environment”. The test measures three
psychological dimensions of emotional intelligence – emotional competency, emotional
maturity and emotional sensitivity. It would be appropriate herein to make a clear distinction
 JAMR between the two terms – emotional competency and EICs. While emotional competency
15,4 in the EQ test is used to refer only to a few selected competencies with specific behavioural
indicators, the term EI competencies used in the broad context has included all the
competencies that are referred to in the entire EQ test including the competencies under
maturity and sensitivity cluster.
The SMCs have been adopted from online Infographic by Med Kharbach (2010)
418 which is based on Doug Johnson’s post “The 10 social media competencies for teachers”.
Kaur et al. (2015) worked on the competencies defined and analysed their impact on core
competencies. The technique of structural equation modelling (SEM) is applied to arrive at
eight SMC which teachers should possess. The same competency set is used in the current
paper to develop a competency model.
After the various competencies have been identified and analysed, they need to be
classified in meaningful clusters. In the present study, the competencies have already been
classified under the clusters of KSA (Kaur and Shri, 2015), EIC and SMC which form the
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basic constructs for the model. The various clusters (constructs) along with their
measurable variables have been summarised in Table I.

Developing the initial research model

Initial framework for the research is proposed based on the extensive literature review as
shown in Figure 1.
The following relationships were developed based on practices adopted in past literature
as shown in Table II.

Hypotheses formulation and research techniques

The next step is the validation of competencies which is achieved through hypothesis
testing of the relationships depicted in the initial model (Figure 1). The hypothesis have been
formulated as presented in Table III.
For testing the hypothesis, 400 teachers from various institutions in Delhi NCR were
approached online out of which 282 responses were received. In all, 32 responses were
incomplete and not taken into account, leaving 250 responses for consideration. The survey
included questions pertaining to the EQ test, social media usage and their self-assessment.
Apart from the EQ test, teachers were also requested to self-rate themselves on select
parameters of their total effectiveness, administrative responsibilities handled, research
work published and feedback from students. This was achieved through self-rating on a
Likert scale of 1–5, where 1 represents the lowest ranking and 5 the highest.
The technique of SEM is used to analyse and validate the research model, while the
technique of analytical network process (ANP) is used to arrive at the competency model for
performance management.
Data are analysed through path modelling by partial least squares (PLS) approach of
SEM using SmartPLS software. PLS is more suited to the early stages of theory
development and smaller sample sizes (Henseler et al., 2009), hence SmartPLS 2 is used to
perform measurement validity and structural modelling. This variance-based PLS
technique is preferred over covariance-based SEM as it is useful to investigate
descriptive and predictive relationships with sample size less than 200, and where
knowledge of the latent variables is restricted (Ringle et al., 2005). Minimum recommended
sample size should be ten times the largest number of structural paths directed at a
particular construct in the inner path model (Barclay et al., 1995).
The validated model is thereafter used for deriving a competency-based performance
management system. ANP is a refined version of analytical hierarchy process (AHP) which
was proposed by Saaty (1980) as a flexible quantitative method that allows decision makers to
model a complex problem in a hierarchical structure showing the relationships of the goal,
 Constructs Variables Description Abb.
Performance
management
Knowledge Content knowledge Excellent command on his/her subject K1 model
Practical knowledge Able to relate theoretical knowledge with K2
practical experience
Continuous learning Aware about the latest trends and knowledge K3
in the subject
Skills Analytical and instructional skills Explains the concepts well in the class, makes S1 419
them easier to comprehend and understand
Communication skills Identifies communication imperfections and is S2
clear in posing his/her views to avoid
misunderstandings
Classroom management skills Able to manage the class discipline and takes S3
necessary corrective measures where required
Networking skills Develops and maintains network with S4
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fellow academicians, educational

institutions and industry
Planning and organising skills Active in handling administrative S5
responsibilities
Attitude Open and adaptive attitude Not monotonous and adapts different teaching A1
styles as required by the topic
Motivating attitude Approachable easily for students for any kind of A2
problem related to the subject
Positive attitude Gives a positive, encouraging feedback to A3
students while telling them of their shortcomings
EIC Emotional maturity Self-awareness, developing others, delaying EIC1
gratification, adaptability and flexibility
Emotional competency Tackling emotional upsets, maintaining EIC2
high self-esteem, tactful responses and
handling egoism
Emotional sensitivity Empathy, improving inter-personal EIC3
relationships, communicability of emotions and
understanding threshold of emotional arousal
SMC Help students use educational Promoting social media among students SM1
networking tools to solve information
problems and communicate digitally
with experts, peers and instructors
Know the major Web 2.0 categories Awareness of social media tools SM2
and tools that are useful in the K-12
setting. Know which tools are
provided/supported by one’s school
Use educational networking sites to Communication SM3
communicate with teaching peers,
students and parents
Navigate, evaluate and create Professional content SM4
professional content on networking
sites
Use online networking to create, Networking for self-development SM5
maintain and learn from a personal
learning network
Know the district networking Netiquettes SM6
guidelines, follow netiquette, conform
to ethical standards and interact
appropriately with others, especially
students, online
Table I.
Competency
(continued ) constructs
 JAMR Constructs Variables Description Abb.
15,4
Understand copyright, security and Awareness of privacy and security issues SM7
privacy issues on social media sites
and share these understandings with
students and professional colleagues
Create and follow a personal learning Update about latest tools of social media SM8
420 plan to stay informed about
developing trends, tools and
applications of social media
Performance Research and development Publications and attending academic events P1
Student feedback Relationship with the student and P2
Self-effectiveness Self-rating P3
Table I. Administrative responsibilities Administrative tasks handled P4
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Knowledge

EIC

Superior
Skills Performance

SMU
Figure 1.
Initial proposed model Attitude

S.No. Relationship Authors

1 EIC impact teacher performance Cheung and Cheng (1996), Hargreaves (1998), Greenberg et al.
(2003), Sutton and Wheatley (2003), Brackett and Caruso (2007),
Anari (2011), Ramana (2013), Truta (2014)
2 SMC impact teacher performance Reimann et al. (2009), Parigi and Rossi (2011), McRobert (2011),
Yaman et al. (2012)
3 Knowledge, skills and attitude Valica and Rohn (2013), Blaskova et al. (2014)
impact teacher performance
4 EIC impact attitude Allodi (2002), Fer (2004), Edannur (2010), Ramana (2013),
Truta (2014)
5 EIC impact SMC Greenfield (2009), Graham et al. (2009), Correa et al. (2009),
Whelan (2011), Newness et al. (2012)
Table II. 6 SMC impact knowledge Monge and Contractor (2003), Jalonen (2014)
Relationship 7 SMC impact skills Norman (2009), Baruah (2012), Yunus and Salehi (2012), Bell (2015)
between variables 8 Knowledge impacts skills Pavlina (2006), Suggs (2012)

objectives (criteria), sub-objectives (sub-criteria) and alternatives (solutions). It is a

comprehensive framework which allows the decision makers to make multi-objective,
multi-criterion or multi-actor decisions with the basic assumption that the criteria and
sub-criteria are independent of each other. However, in reality there might be many decision
 No. Hypothesis Literature
Performance
management
H1 EI competencies will have a significant influence in Cheung and Cheng (1996), Hargreaves (1998), model
achieving superior performance Greenberg et al. (2003), Sutton and Wheatley
(2003), Brackett and Caruso (2007), Anari (2011),
Ramana (2013), Truta (2014)
H2 SMU competencies will have a significant influence Reimann et al. (2009), Parigi and Rossi (2011),
in achieving superior performance McRobert (2011), Yaman et al. (2012) 421
H3 Knowledge-based competencies will have a significant Valica and Rohn (2013), Blaskova et al. (2014),
influence in achieving superior performance Kaur and Shri (2015)
H4 Skill-based competencies will have a significant Valica and Rohn (2013), Blaskova et al. (2014),
influence in achieving superior performance Kaur and Shri (2015)
H5 Attitude-based competencies will have a significant Valica and Rohn (2013), Blaskova et al. (2014),
influence in achieving superior performance Kaur and Shri (2015)
H6 EI competencies will have significant influence on Truta (2014), Fer (2004), Ramana (2013), Edannur
attitude-based competencies (2010), Westling (2002), Minor et al.
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H7 EI competencies will have significant influence on Greenfield (2009), Graham et al. (2009), Newness
social media usage competencies et al. (2012), Correa et al. (2009), Whelan (2011)
H8 SMU competencies will have significant influence on Jalonen (2014), Su (2011), Monge and
knowledge-based competencies Contractor (2003)
H9 SMU competencies will have significant influence on Baruah (2012), Norman (2009), Yunus and Salehi
skill-based competencies (2012), Bell (2015) Table III.
H10 Knowledge-based competencies will have significant Suggs (2012), Pavlina (2006) Hypothesis
influence on skill-based competencies formulation

problems that cannot be structured hierarchically due to the interdependence of criteria or

sub-criteria. ANP overcomes this limitation as the hierarchical relation between criteria and
alternatives are generalised to networks. The interdependence can occur in several ways
(Saaty, 2001) and the system structure is presented graphically and by matrix notations. By
incorporating the concept of interdependence, it is suggested by Meade and Sarkis (1999) to
develop a super-matrix which adjusts the relative weights in individual matrices to form a
new overall matrix of adjusted relative importance weights.
The basic steps in ANP include model construction and problem structuring, pairwise
comparison matrices and priority vectors, super-matrix formation and finally selection of
the best alternatives. ANP is applied extensively for various decision-making processes;
however, its application in performance assessment is limited (Chen et al., 2010). In the
present study, ANP is applied to develop a competency-based performance assessment
model for teachers.

Analysis and validation

In this model, the dependent variable that has the highest number of predictor variables is
social media usage. The number of predictor variables is six; thus, the recommended sample
size is 60. Based on this, our sample size of 250 meets the requirements of running the model.
The Barlett sphericity test (p o0.001) and Kaiser–Meyer–Olkin (KMOW0.7) verified the
appropriateness of the sample. A typical SEM model consists of two models (Henseler et al.,
2009). The first or the measurement model represents how measured variables come
together to represent constructs, and the structural model shows how constructs are related
to each other. Various ways to assess fitment of measurement or the outer model (Urbach
and Ahlemann, 2010) are reliability (measured through composite reliability), convergent
validity through average variance extracted (AVE) and factor loadings and finally the
discriminant validity. Composite reliability is calculated to assess the reliability as shown in
Table II, and all values have been found to be above the minimum acceptable mark of 0.7
 JAMR (Fornell and Larcker, 1981; Nunnally and Bernstein, 1994). R2 values have been presented in
15,4 Table II. AVE criterion by Fornell and Larcker (1981) is used for assessing convergent
validity and most scales have been observed to be near the ideal value of 0.50. The quality
statistics have been summarised in Table IV.
In addition, the convergent validity can also be assessed by examining factor loadings of
the variables on each construct (Table IV ). All factor loading are showing significant values
422 almost more than or equal to the proposed value of 0.7 (Barclay et al., 1995). To evaluate the
structural or the inner model (Urbach and Ahlemann, 2010), the criteria used are R2
(coefficient of determination), goodness of fit, path coefficients, effect size ( f2) and predictive
relevance (Q2 Stone–Geisser test). Chin (1998) suggested that R2 values of 0.67, 0.33 and 0.19
are considered significant, moderate and weak, respectively. Q2 indicates the predictive
relevance of the model if the value is higher than 0. Two kinds of Q2 statistics are
evaluated – cross-validated communality and cross-validated redundancy, which are shown
to have the predictive relevance values for the various items (Table V ).
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Bootstrapping procedure was conducted to test the statistical significance of all

parameters. Bootstrap is a non-parametric inferential technique that allows researchers to test

Constructs Factors Loadings CR AVE R2

EI EI1 0.781 0.811 0.589

EI2 0.748
EI3 0.773
Knowledge K1 0.809 0.765 0.524 0.779
K2 0.609
K3 0.739
Skills S1 0.627 0.844 0.525 0.903
S2 0.839
S3 0.835
S4 0.66
S5 0.627
Attitude A1 0.831 0.764 0.522 0.365
A2 0.647
A3 0.675
Performance P1 0.822 0.819 0.531 0.757
P2 0.652
P3 0.702
P4 0.708
SMU SMU1 0.8 0.845 0.480 0.682
SMU2 0.789
SMU3 0.681
SMU4 0.623
Table IV. SMU5 0.642
Quality statistics SMU6 0.595

Constructs Items CV-Communality CV-Redundancy

EI 3 0.177
Table V. Knowledge 3 0.074 0.394
Results of Skills 5 0.281 0.47
discriminant Attitude 3 0.075 0.182
and convergent Performance 4 0.207 0.348
validity analysis SMU 6 0.264 0.315
 the statistical significance of various partial least square based strucutural equation modelling Performance
(PLS-SEM) results (Hair et al., 2017; Henseler, 2016). In this process, a large number of sub- management
samples are randomly drawn with replacement from the original data set to estimate model model
parameters. The standard error of an estimate is inferred from the standard deviation of the
bootstrap estimates. All t-values came out to be more than 1.96 at 95 per cent level.
A look at the path coefficients show that attitude is the most important virtue of a teacher
and contributes maximum to superior performance (0.800). The total effect of the EIC and its 423
impact on attitude was observed to be significantly high. Knowledge is also shown to have a
considerable effect on skills (0.257) as more subject knowledge can enhance a teachers’ skills.
The final SEM model after omitting all insignificant relationships is shown in Figure 2.
This model validates the hypothesis that apart from the core competencies of a teacher,
EIC and SMC also constitute an important part of a teachers’ profile. On the basis of the results
interpreted from the model, the hypotheses have been accepted as depicted in Table VI.
This validated model can be further modified to finally develop a competency framework
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for teachers which can be useful for the evaluation of teachers at the time of recruitment and

K1
0.809
K2 0.609 0.779
0.739
EIC1 K3
0.781 Knowledge
EIC2 0.748
0.773 0.257 0.467
EIC3
EI 0.887 P1
0.883
0.822
P2
0.826 0.652
0.903 0.459 0.757
SM1 0.702
P3
0.708
SM2 0.716 –1.634 Perf P4
0.800 Skills
0.627
0.789 0.839 0.835 0.660 0.627
SM3
0.681
0.682
0.623
SM4
0.642 S1 S2 S3 S4 S5
0.595
SM5 SMU

SM6 A1
0.831
A2 0.647 0.365
0.675 Figure 2.
A3 Final validated model
Attitude

Hypothesis Hypothesised path Path coeff. SE t-statistics p-values Remarks

H1 EIC → Performance 0.887 0.108 8.222 0.000 Supported

H2 SMU → Performance 1.634 0.268 6.091 0.000 Supported
H3 Knowledge → Performance 0.467 0.105 4.454 0.000 Supported
H4 Skills → Performance 0.459 0.220 2.090 0.037 Supported
H5 Attitude → Performance 0.8 0.110 7.285 0.000 Supported
H6 EIC → SMC 0.604 0.042 14.265 0.000 Supported
H7 EIC → SMC 0.826 0.025 32.969 0.000 Supported
H8 SMC → Knowledge 0.883 0.015 58.189 0.000 Supported
H9 SMC → Skills 0.716 0.042 16.931 0.000 Supported Table VI.
H10 Knowledge → Skills 0.257 0.045 5.692 0.000 Supported Hypothesis testing
 JAMR appraisals. Based on the results of the final validated model, a competency model is developed
15,4 by incorporating core competencies (KSA) and the EIC and the SMU competencies.
The competency model portrays the amalgamation of all the competencies, their
constituents and their relationship (Figure 3). The heart of the model constituents the core
competencies of KSA. The core competencies are surrounded by the sub-variables that
represent their measurable components. Next layer comprises the EIC and SMC which
424 influence the respective competencies. As shown in the model, EICs effect the attitude
component and SMCs effect the knowledge and skill component of core competencies. The
outermost layer constitutes the measurable attributes of EICs and SMCs. The significance of
a theoretical model is realised only when it is applicative in real life scenarios. To
demonstrate the practical application of this model for human resource practices, the model
is used to develop a performance evaluation system in the subsequent section.
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Developing a competency-based performance management mechanism for

teachers
It is evident that standpoints of different evaluators on different criteria result in different
ratings for employees. This occurs as each evaluator gives has a different weightage
attached to each criteria based on their specific expertise or experience. Moreover, all the
criteria specified might also be interlinked to each other. This research explores the idea of

ication
Commun Up
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Figure 3. Se oti l
EIC and SMU based Em
competency model for Maturity
Emotional
teachers
 considering different criteria including emotional intelligence and social media usage that Performance
interact with each other, for performance evaluation of teachers. Chapman and Webster management
(2003) also worked on similar idea of considering interrelated group of factors for decision model
making. It is also important to divide the main criteria into specific measurable sub-criteria
in order to derive a more realistic decision. The weightings of the sub-criteria must also be
determined to arrive at a fair evaluation. The final score for each employee should be
calculated by considering the relative weightings of the criteria and sub-criteria. 425
Considering the fact that criteria and sub-criteria are related, an ANP is applied to construct
a performance evaluation mechanism that can determine the scores for the employees
taking into consideration their relation and relative weights.
The approach of ANP is applied in performance management systems (Chen et al., 2010)
and faculty selection (Rouyendegh and Erkan, 2012), though limited work is reported on
competency-based performance management in the academic industry. In the current study,
a competency-based performance mechanism is developed through the application of ANP
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according to the algorithm discussed in the subsequent section.

The ANP algorithm

The competency-based performance assessment model for teachers is developed through
the application of ANP in the following manner (Lee, 2010).

Step 1: model construction and problem structuring

The problem has to be decomposed into a rational network. In the current study, the network
for performance assessment based on competencies is structured on the basis of the
competency model developed in the previous section. The unobserved variables from the SEM
model (Figure 1), i.e. EI, SMU, KSA represent the criteria, and their respective sub-variables
represent the sub-criteria. A similar approach is applied by Punniyamoorty et al. (2012) where
the authors have developed a composite model for supplier selection by combined application
of SEM and AHP.
According to the model, the various competencies influence the performance of the
employee which in turn is measured through performance parameters. The competencies
themselves are measured through their respective sub-variables. The goal of the model is
performance evaluation which is measured through the criteria which are represented by
the competencies that include KSA, EICs and SMCs. These competencies or criteria are
further subdivided into sub-criteria according to the sub-variables in the SEM model.
The overall score of the employees, which act as alternatives in the model, is calculated from
the measured competencies as well as the performance outcomes. Considering the property
of interaction between the various criteria and sub-criteria, the skeleton of this ANP-based
mechanism for employee evaluation is presented in Figure 4.

Step 2: pairwise comparison matrices and priority vectors

The decision elements at each component are compared pairwise with respect to their
importance towards criteria. ANP involves the pairwise comparisons of all relationships in
order to reach the relative weights. The components themselves are further compared
pairwise with respect to the importance pertaining to the goal. In addition to it, the
interdependence among elements of each cluster (groups) is also examined pairwise. The
pairwise comparison in the current model is done at three levels. In the first level pairwise
comparison are made for criteria (competencies) with respect to the goal. In the second level,
the pairwise comparison for each sub-criteria is conducted with respect to the criteria. In the
third level, the pairwise comparison between alternatives (employees) is done according to
the ratings given by different evaluators on a specified scale. The specialized software
 JAMR GOAL GOAL EVALUATION
15,4
CRITERIA EIC SMU KNOWLEDGE SKILLS ATTITUDE
RESEARCH

ADMINISTRATIVE
426 SUB-CRITERIA COM COM CL IS MSR
SELF-EFFECTIVENESS
MAT PSS CK NS PS
STUDENT FEEDBACK
SEN PC PK CS OA

PLN CMS

USM POS
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Figure 4. ASW
The skeleton of
competencies-based
performance
evaluation system ALTERNATIVES EMPLOYEE 1 EMPLOYEE 2 EMPLOYEE 3 EMPLOYEE 4

Superdecisions is used to develop the ANP Model. The pairwise comparisons are entered
into the software to generate the relative weightage.
The relative importance values in pairwise comparisons are generally determined with
Saaty’s 1–9 scale where 1 represents equal importance and 9 indicates extreme importance
of one element over the other. However, in this case, relative weights have been directly
derived from the SEM model as developed earlier.
The pairwise comparison of criteria with respect to the goal, i.e. performance evaluation
is calculated directly by considering the proportion of path coefficients in SEM model
towards superior performance. Path coefficients indicate the effect one variable has on
another. Hence, pairwise comparisons among the criteria (KSA, EIC and SMU) is derived
through the proportion calculated through the path coefficients. The comparison values
along with the relative weightage have been presented in Table VII.
The inconsistency was observed to be 0 which means the comparisons are satisfactory.
The relative weightage of the sub-criteria in this case have been calculated from the SEM
model as a proportion of their factor loadings. Factor loadings explain the variance of each
variable and are measurable attributes of the variable; hence, their relative proportion can
enable us to generate pairwise importance comparison amongst each sub-variable with
respect to the variable (competencies). The comparison of sub-criteria with respect to each
criteria are depicted in Table VIII which also includes the relative weights.
In a similar manner, comparisons have been made for each sub-criteria with respect to
their corresponding criteria. Tables IX–XII present the pairwise comparison and relative
weightages of skills, attitude, EI and SM.

Attitude EI Knowledge Skills SMS Relative weightage

Table VII. Attitude 1.0000 0.9025 1.7132 1.7431 0.4895 0.1884

Pairwise comparison EI 1.1080 1.0000 1.8997 1.9327 0.5428 0.2088
and relative weightage Knowledge 0.5837 0.5264 1.0000 1.0175 0.2858 0.1099
of criteria with respect Skills 0.5737 0.5174 0.9828 1.0000 0.2800 0.1080
to performance SMS 2.0429 1.8423 3.4990 3.5714 1.0000 0.3849
 The relative weightage of the employees with respect to sub-criteria are calculated on actual Performance
basis illustrated through a working example. Table XIII represents the ratings given to the management
employees by different evaluators on all the parameters which represent the sub-criteria. model
Column 3–6 represent the ratings given to employees by evaluators on the parameters
mentioned in Column 2. The ratings can be measured on a five-point Likert scale where 5 is
excellent, 4 is very good, 3 is good, 2 is satisfactory and 1 is poor. The model also
incorporates the actual performance parameters of research, administrative responsibilities, 427
student feedback and self-effectiveness.

K1 K2 K3 Relative weights
Table VIII.
K1 1.0000 0.7528 1.0940 0.3104 Pairwise comparison
K2 1.3284 1.0000 1.2136 0.3883 of sub-criteria with
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K3 0.9141 0.8240 1.0000 0.3013 respect to knowledge

S1 S2 S3 S4 S5 Relative weights

S1 1.0000 0.7470 0.7513 0.9506 1 0.1749

S2 1.3387 1.0000 1.0048 1.2713 1.271 0.2316 Table IX.
S3 1.3310 0.9952 1.0000 1.2650 1.331 0.2328 Pairwise comparison
S4 1.0520 0.7866 0.7905 1.0000 1.01 0.1825 of sub-criteria with
S5 1.0000 0.7868 0.7513 0.9901 1 0.1782 respect to skills

A1 A2 A3 Relative weights
Table X.
A1 1.000 1.284 1.231 0.3841 Pairwise comparison
A2 0.779 1.000 1.500 0.3472 of sub-criteria with
A3 0.812 0.667 1.000 0.2687 respect to attitude

EI1 EI2 EI3 Relative weights

Table XI.
EI1 1.0000 1.0441 1.0103 0.3391 Pairwise comparison
EI2 0.9578 1.0000 0.8956 0.3165 of sub-criteria with
EI3 0.9898 1.1166 1.0000 0.3444 respect to EI

SM1 SM2 SM3 SM4 SM5 SM6 Relative weights

SM1 1.0000 1.0130 1.1740 1.2840 1.2460 1.3440 0.1936

SM2 0.9872 1.0000 1.1580 1.2660 1.2280 1.3260 0.1910
SM3 0.8518 0.8636 1.0000 1.0930 1.0600 1.1440 0.1649 Table XII.
SM4 0.7788 0.7899 0.9149 1.0000 0.9709 1.0470 0.1509 Pairwise comparison
SM5 0.8026 0.8143 0.9434 1.0300 1.0000 1.0790 0.1555 of sub-criteria with
SM6 0.7440 0.7541 0.8741 0.9551 0.9268 1.0000 0.1441 respect to SM
 JAMR Constructs Variables Employee 1 Employee 2 Employee 3 Employee 4
15,4
Knowledge Content knowledge 5 3 2 4
Practical knowledge 5 3 2 5
Continuous learning 3 2 1 5
Skills Analytical and instructional skills 4 4 5 2
Communication skills 4 4 5 3
428 Classroom management skills 4 4 5 3
Networking skills 4 4 5 2
Planning and organising skills 3 4 4 3
Attitude Open and adaptive attitude 2 4 4 4
Motivation and self-regulation 2 4 4 3
Positive attitude 2 4 3 3
EIC Emotional maturity 3 4 4 4
Emotional competency 2 3 3 3
Emotional sensitivity 2 3 3 3
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SMC Professional content navigation 2 4 4 3

Networking for self-development 2 4 5 2
Communication through social media 2 4 4 2
Update about latest tools of social media 3 4 5 3
Awareness of social media tools 2 5 4 3
Promoting social media among students 2 5 4 3
Performance Research activities 3 3 2 5
Table XIII. Student feedback 3 5 5 2
Criteria and sub- Self-effectiveness 4 4 3 3
criteria points Administrative activities 4 5 4 2

Step 3: super-matrix formation

To obtain overall priorities in a system with interdependent influence, the priority of local
vectors is entered in appropriate columns of matrix. Super-matrix is, hence, a partitioned
matrix, where each matrix segment represents a relationship between two clusters in the
system. The key extracts from the super-matrix are depicted in Table XIV.

Step 4: selection of the best alternative

If the super-matrix in Step 3 covers the whole network, then relative priority weights of the
alternatives can be observed from the column of alternatives in the normalised super-
matrix. The alternative with the largest overall priority should be selected. The synthesised
model generates priority rates of the alternatives which are the employees in this case. The
overall score of the employees after considering all the parameters according to their
importance is summarised in Table XV.
The employee with the largest performance index is Employee 2 and should be presumed
to have the best performance. All this information covers the strengths and weaknesses of
an employee in quantitative terms. This practically applicable working model can enable an
organisation to take objective decisions regarding promotions, incentives and selections.

Implications and conclusion

To realise the practical application of this competency model, a competency-based performance
measurement mechanism is developed in this study. This model can prove to be a useful tool
while making strategic decisions regarding employees based on their performance. The model
can help in evaluating employees based on the multiple criteria of KSA, emotional intelligence
and social media, according to their relative importance derived statistically. It can, hence, aid in
effective decision making while selecting employees during recruitment process or evaluating
 Employee 1 Employee 2 Employee 3 Employee 4
Performance
management
K1 0.3596 0.2786 0.1576 0.2042 model
K2 0.3330 0.2002 0.1334 0.3334
K3 0.2727 0.1818 0.0909 0.4545
S1 0.2667 0.2667 0.3333 0.1333
S2 0.2499 0.2499 0.3124 0.1879
S3 0.2499 0.2499 0.3124 0.1879 429
S4 0.2667 0.2667 0.3333 0.1333
S5 0.2143 0.2856 0.2856 0.2145
A1 0.1429 0.2857 0.2857 0.2857
A2 0.1535 0.3075 0.3072 0.2319
A3 0.1658 0.3328 0.2507 0.2507
EI1 0.1803 0.2732 0.2732 0.2732
EI2 0.1803 0.2732 0.2732 0.2732
EI3 0.2000 0.2667 0.2667 0.2667
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SM1 0.1535 0.3075 0.3072 0.2319

SM2 0.2341 0.2260 0.3857 0.1543
SM3 0.1667 0.3333 0.3333 0.1667
SM4 0.2000 0.2665 0.3335 0.2000
SM5 0.1431 0.3569 0.2858 0.2143
SM6 0.1431 0.3569 0.2858 0.2143
ADM 0.2667 0.3333 0.2667 0.1333 Table XIV.
R&D 0.2308 0.2308 0.1539 0.3846 Relative weights of
SE 0.2854 0.2854 0.2146 0.2146 employees with
SF 0.2000 0.3333 0.3333 0.1333 respect to sub-criteria

Employee Synthesised priorities Rank

Employee 1 0.2217 4
Employee 2 0.2898 1 Table XV.
Employee 3 0.2625 2 Priority weights of
Employee 4 0.2260 3 employees

the employees during the appraisal process. The evaluation approach used in this study gives
the top managers a wholesome view of the employees’ competencies with regard to the
respective weightings of the criteria. It can therefore enable the management to take strategic
decisions regarding employee suitability for recruitment and career progression.
The present research identifies EIC and SMC as differentiating competencies which
distinguish between average and superior performers. An empirical study was carried out
to analyse impact of these competencies on basic competencies (KSA) to achieve superior
performance. The data were analysed through multiple regression exercise by using SEM
technique. It was concluded that EIC had maximum impact on teachers’ performance as
they strongly impacted attitude of teachers. It was also observed that SMCs had an immense
impact on the knowledge of the teachers which in turn affects their skills.
The research is conducted by utilising multiple sources and multiple methods of study.
The multiple sources in the study involve the different stakeholders in the education industry
such as students, teachers and educational institutions. This amalgamation provided a
comprehensive and multi-dimensional perspective on the subject of competencies required by
an effective higher education teacher. Multiple methods such as statistical, analytical and
qualitative methods have been applied to triangulate the study and derive a competency
model with its further applications in HR practices.
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Understanding Human Behaviour in the Workplace, Pearson Education.
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Corresponding author
Irameet Kaur can be contacted at: irameetkr@gmail.com

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