Impact of Attitude on Job Performance of Teachers in South Asian Higher Educational Institutions

1.1 Introduction

Concerning population, development, and market attractiveness, South Asia ranks among the most appealing regions. It makes up about 25% of the global population and accounts for 11% of all territory in Asia. It has the highest concentration of Muslims, Sikhs, Hindus, and Jains of any region in the world. The region's production quality is uncertain, even with its affluent demographics in the higher education and education industries (Bisen & Kudnar, 2013). Although the region's social and economic development has produced a pool of highly qualified individuals, the number of educated young without jobs has surged in the area, and their skill and knowledge are much below par (Jain, 2014). The disparity in the distribution of quality higher education is more pronounced in the South Asian region when compared to counterparts such as China and South Korea. Consequently, this has widened the social and economic gap in the Asian continent and triggered disparities among nations in the region (Susanty & Miradipta, 2013).

The way and type of education that is given to locals has a significant impact on the growth and development of a region, country, and its people. Srimathi & Krishnamurthy (2019) stated that education is one of the most effective methods for influencing intellectual development and conditioning. It also aids in determining the vision, goal, and appropriate structure for an individual, a society, or a region (Sansfacon & Amiot, 2014). The South Asian region is home to both formal and informal educational systems, in which educators play a critical role in influencing global economic, intellectual, and social development. Regarding culture, civilization, legacy, and other aspects, the area is cohesive; but, in the context of education, it is still considered developing (Ruiz. & Baer, 1997). The inadequate educational system, particularly in higher education, and the dearth of high-quality

In the South Asian region, the absence of governmental support, inadequate teaching, learning, and research environments, insufficient teaching infrastructure, and deficiencies in relationship management among management, teachers, and students have collectively influenced the psychological outlook of educators, particularly their attitudes (Kothandapani, 1971). Despite the presence of numerous qualified professionals in the South Asian region, there is a notable concern regarding the quality of output and higher education (Das, 2016).

An intelligent person or teacher with a bad attitude cannot emphasize the importance of teaching and learning, which makes it difficult for them to reciprocate knowledge and other informational inputs and has a negative effect on their ability to perform their work (Chowdhury, 2015). A teacher's psychological traits, especially his attitude, have an impact on how he interacts with students and other stakeholders and how he teaches. For this reason, one of the most important elements influencing a teacher's success at work is his attitude. Thus, it is critical to conduct methodical research to explore the relationship between a teacher's attitude and job performance in order to understand how a teacher's attitude affects job performance in higher education.