An Analytical Study of the Impact of Katz’s Three-Skill Model on Teachers’ Job Performance in Secondary Schools of District Mastung

Abstract

Aim of the Study: This quantitative study examined the relationship between Robert Katz's Three-Skill Model and teachers' job performance in secondary schools in District Mastung, Balochistan, to determine which of the three skills has the greatest impact on teachers' job performance.

Methodology: This study adopted the philosophy of "Positivism" and a quantitative design. Through proportional stratified random sampling, (n=350) teachers (59.1% male, 40.9% female) were selected from government secondary schools of District Mastung. A self-administered questionnaire was used to collect data, with a reliability of .714.

Findings: The results of the One-sample t-test showed that all three skills were significantly present among teachers, with technical skills (M=3.96) the most prevalent, followed by human skills (M=3.86) and conceptual skills (M=3.60). This indicates that teachers are experts in their subject and teaching, but lag in long-term planning. However, the results of multiple linear regression surprisingly revealed that technical and conceptual skills had no statistically significant effect on teachers’ job performance. On the contrary, human skills proved to be the strongest factor (β = .381, p < .001), leading to improved teachers’ job performance.

Conclusion: The study concluded that teachers' success in Balochistan's social context depends on their ethical attitudes and interpersonal relationships. The study recommended that the Balochistan Education Department should organize teacher professional development programs that focus on improving “soft skills” and interpersonal relationships rather than solely on technical training.