Organizational Support as an Influencer of Teachers’ Performance in Chinese Colleges and Universities

Abstract

This study aims to explore the relationship between organizational support and faculty performance in Chinese higher education institutions in order to fill the gaps in the existing literature and provide new insights into human resource management in higher education. Given the importance of university faculty performance in the field of higher education, this study has important theoretical and practical implications. This study expects to provide solutions to improve faculty performance and to have an impact on policies/practices related to organizational support in higher education. The study used quantitative research methods to obtain data by means of questionnaires. The subjects of the study were Lingnan Normal University, Guangzhou University and Zhanjiang College of Science and Technology, and the sample size was 359. For data analysis, the study utilized SPASS statistical software and methods such as mean, standard deviation, t-test, one-way ANOVA and Pearson r to ensure the accuracy and reliability of the results. Ethical guidelines were followed during the study to ensure the validity and fairness of the study. The results of the study indicate that organizational support positively and significantly influences the performance of college teachers, supporting the research hypotheses and theories. Through an in-depth analysis of the data/results, this study reveals that organizational support (Vocational support, Instrumental support, Emotional support, Adaptive support, Organizational equity, psychological contract) on teacher performance (Task performance, Relationship Performance, Adaptive Performance) in higher education. In addition, the study found that providing teachers with the necessary tools and resources is particularly important in promoting good relationships with colleagues and leaders. This provides a fresh perspective for research in related fields. The findings of this study are instructive for college and university administrations to develop organizational support policies to improve faculty performance and provide a foundation for subsequent research.