Analysis of the Relationship Between Governance and Teaching Performance of University Departments

Abstract

This study investigates the relationship between governance and teaching performance in university departments of Punjab, Pakistan, using an explanatory mixed-methods approach. The study examines the implementation of governance principles and assesses teaching performance among 540 students, 270 teachers, 54 departmental chairpersons, and 18 directors from nine universities, employing multistage sampling. Data collection involved structured questionnaires and semi-structured interviews to gain qualitative insights. Quantitative analysis included descriptive statistics and regression, while thematic analysis was applied to qualitative data. The findings reveal that chairpersons perceive governance more favourably than teachers, with teaching performance rated as medium across groups. Notably, significant positive correlations exist between governance indicators such as efficiency and transparency and teaching performance. The study concludes by offering actionable recommendations for enhancing governance frameworks and teaching quality, emphasizing the need for longitudinal studies, diverse educational contexts, and the integration of digital tools in governance practices.