PERCEIVED ORGANIZATIONAL SUPPORT, ORGANIZATIONAL IDENTITY AND WORK ENGAGEMENT TO INFLUENCE THE TEACHERS' JOB PERFORMANCE IN PRIVATE UNIVERSITIES, IN GUANGDONG
DOI:
https://doi.org/10.18623/rvd.v23.5864Keywords:
Perceived Organizational Support, Organizational Identity, Work Engagement, Job PerformanceAbstract
At present, private universities are for 31.48% and occupy an important place in China's higher education. There are nearly 250,000 teachers and about 5.1 million students in private universities. Therefore, the job performance of teachers in private universities is very important. This study investigated the effects of Perceived Organizational Support, Organizational Identity, and Work Engagement on Job Performance. Based on social exchange theory and teacher development theory, it was found that Perceived Organizational Support affects Job Performance through both direct and indirect pathways, with Organizational Identity and Work Engagement as the mediating variables. This study used a mixed research method combined with an explanatory order design, questionnaires and semi-structured interviews as research tools. The questionnaire surveyed 418 teachers from 23 private universities in Guangdong, and conducted semi-structured interviews with 12 in-service teachers. The results show that Perceived Organizational Support, Organizational Identity, and Work Engagement have a significant positive effect on Job Performance, and Organizational Identity, Work Engagement play an important mediating role.
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