SOCIAL IDENTITY, PERCEIVED SOCIAL SUPPORT AND QUALITY OF LIFE AMONG COLLEGE AND UNIVERSITY TEACHERS

Abstract

Purpose of the Study: This quantitative research investigate social identity, perceived social support and quality of life among college and university teachers.

Research Methodology: The sample size (N=160) consists of 80 men and 80 women. The participants have been divided into four groups according to the job institute, Government College Teachers, Government University Teachers, Private College Teachers, Private University Teachers. The Social and Personal Identities Scale (SPIS) has been used to measure social identity, Multidimensional Scale of Perceived Social Support (MSPSS) has been used to measure the perceived social support and Quality of Life Scale (QOLS) assesses the quality of life among college and university teachers. For statistical analysis Statistical Package for Social Sciences(SPSS) version 22 software has been used to find meaningful differences. The relationship has been assessed using Pearson Correlation, an Independent sample t-test. Regression and one way Anova has been used to find meaningful differences.

Main Findings: The study concludes that there is positive correlation between social identity and perceived social support but there is a negative correlation between social identity and quality of life. Moreover the study includes that there is social identity and perceived social support high in government teachers and quality of life high in private teachers.

Application of the Study: The study will provide researchers with enough data information related to social identity, perceived social support and quality of life among college and university teachers. Findings will also enable them to further research on large samples from different academic institute of Pakistan to make generalization.

Innovation of the Study: This study innovates by examining how social identity, perceived social support, and quality of life intersect uniquely among college and university teachers. It offers practical insights for enhancing their well-being within higher education contexts and addresses a research gap, contributing to the field's advancement.