Li Lina, Kanchanapoom Kessara, Deeprasert Jirawan, Duan Ninggui, Qi Zhou
Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Salaya, Nakhon Pathom, 73170, Thailand.
Faculty of Management Science, Silpakorn University, Petchaburi IT Campus No. 1, Village No. 3, Sam Phraya, Cha-am, 76120, Petchaburi, Thailand.
BMC Psychol. 2025 Jan 7;13(1):14. doi: 10.1186/s40359-024-02324-1.
Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shaping perceived organizational support. This study aims to examine the interrelationships among personality traits, perceived organizational support, self-efficacy, and job satisfaction in influencing teacher job performance. A total of 581 university teachers participated in an empirical study, and the results confirmed that perceived organizational support influences teacher job performance directly and indirectly through personality traits, self-efficacy, and job satisfaction. This study develops and validates a novel model illustrating how perceived organizational support indirectly influences teachers'job performance through personality traits, self-efficacy, and job satisfaction. By emphasizing the mediating roles of personality traits, self-efficacy, and job satisfaction, this study makes a significant contribution to the theoretical literature. Moreover, it provides valuable theoretical insights and practical guidance for universities to formulate support strategies tailored to teachers' personality traits, thereby enhancing their job performance.
感知组织支持是提高教师工作满意度的关键因素，有助于提升教师工作绩效。以往研究主要关注工作满意度对工作绩效的影响，忽视了塑造感知组织支持的因素之间的相互作用。本研究旨在探讨人格特质、感知组织支持、自我效能感和工作满意度在影响教师工作绩效方面的相互关系。共有581名大学教师参与了一项实证研究，结果证实，感知组织支持通过人格特质、自我效能感和工作满意度直接和间接地影响教师工作绩效。本研究开发并验证了一个新颖的模型，阐明了感知组织支持如何通过人格特质、自我效能感和工作满意度间接影响教师的工作绩效。通过强调人格特质、自我效能感和工作满意度的中介作用，本研究对理论文献做出了重要贡献。此外，它为大学制定适合教师人格特质的支持策略提供了有价值的理论见解和实践指导，从而提高他们的工作绩效。
