Purpose

The present study aims to examine the effects of work from home (WFH) on employees' performance and wellbeing during the second wave of pandemic and to find out the effects of institutional head's support as mediating variables and employees' self-efficacy as moderating variables on employees' performance and wellbeing during WFH.

Design/methodology/approach

A quantitative approach with causal comparative research design was adopted to collect the data from the respondents. The participants of the study were 586 teachers from public and private universities of Karachi, Pakistan, who were teaching from home during the second wave of pandemic, selected randomly from the population. An adopted questionnaire was used to collect data which consists of six parts.

Findings

Results found the positive significant effects of WFH on teachers' social wellbeing, negative significant effects on teachers' performance, their physical and mental wellbeing. No significant effects of WFH were found on teachers' financial wellbeing. The study also found that head's support plays a partially mediating significant role in the relationship between WFH and job performance, and social wellbeing, while no mediation on physical, social and financial wellbeing was found. Moderating effects of teachers' self-efficacy exist between the relationship of WFH and teachers' job performance, mental wellbeing and social wellbeing, while no effects exist between the relationship of WFH and teachers' physical and financial wellbeing.

Originality/value

The new research model will contribute significantly to education practitioners' knowledge, especially the government of Pakistan, which needs to measure their work from home policy's effectiveness during the pandemic.

中文翻译：

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WFH对教育工作者幸福感的影响：大学层面机构负责人支持的中介作用和员工自我效能感的调节作用

目的

本研究旨在检验第二波大流行期间在家工作（WFH）对员工绩效和幸福感的影响，并找出机构负责人的支持作为中介变量和员工自我效能感作为调节变量的影响。员工在 WFH 期间的表现和福祉。

设计/方法/方法

采用因果比较研究设计的定量方法从受访者那里收集数据。该研究的参与者是来自巴基斯坦卡拉奇公立和私立大学的 586 名教师，他们在第二波大流行期间在家中任教，他们是从人群中随机选择的。采用采用的问卷收集数据，该问卷由六个部分组成。

发现

结果发现，WFH对教师的社会幸福感有显着的积极影响，对教师的表现、身心健康有显着的负面影响。没有发现WFH对教师的财务状况有显着影响。该研究还发现，头部的支持在WFH与工作绩效和社会福祉之间的关系中起部分中介作用，而没有发现对身体、社会和财务福祉的中介作用。教师自我效能感在WFH与教师工作绩效、心理幸福感和社会幸福感的关系之间存在调节作用，而WFH与教师身心幸福感的关系不存在调节作用。

原创性/价值

新的研究模式将为教育从业者的知识做出重大贡献，尤其是巴基斯坦政府，它需要从大流行期间家庭政策的有效性来衡量他们的工作。