The Relationship between Perceived Organizational Support, Affective Commitment and Teachers' Contextual Performance in Private Universities
Keywords:
Perceived Organizational Support, Affective Commitment, Teachers’ Contextual Performance, Private UniversitiesAbstract
The development of higher education plays a very important role in the growth of the national economy, and the factor that determines the development of higher education is the teachers. Teacher’s performance is an important part of university performance and the main criterion for judging the level of teachers. Contextual performance is the contribution of teachers outside of their own work, include supporting the school, helping students, harmony with colleagues and so on. Contextual performance is of positive significance for improving the overall performance of teachers and promoting university development. This study takes all private university in Heilongjiang Province, China as an case, to study the relationship between perceived organizational support, affective commitment, and teacher’s contextual performance. This study use quantitative research methods, determined the research framework based on literature research and in-depth interviews, designed survey questionnaires, collected a total of 516 questionnaires, and conducted reliability and validity analysis and structural equation model analysis on the data. The study found that the dimensions of perceived organizational support in private universities, job support (JS), value recognition (VR) have significant direct positive effects on affective commitment (AC) and teachers’ contextual performance (TCP), and caring for interests (CI) has significant direct positive effects on emotional commitment. But the direct effect of CI on TCP is not significant. Affective commitment has significant mediating effect between JS, VR, CI and relationship performance, especially in CI and There is a complete intermediary effect between relationship performance. And forward suggestions for university leaders to improve perceived organizational support, improve the recognition of teachers' value and caring for teachers' interests, which is beneficial to improve teachers' contextual performance and university performance.
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