Research On The Relationship Between Teachers’competencies And Job Performances In Universities

This study defines and evaluates the core concepts of university teachers’competencies,job performances and organizational support,and then forms the Prediction Questionnaire of University Teachers’ Job Conditions Survey,and tests the reliability and validity of 176 valid questionnaires collected from the pre-survey.The volume was revised and perfected,and a formal questionnaire on the survey of University Teachers’ Job was formed.Secondly,according to the research purposes and research questions,this study uses the network questionnaire survey method to conduct a sample survey of teachers and managers in 21 undergraduate universities,such as Guizhou University,Guizhou Normal University and Guizhou University of Finance and Economics.A total of 879 valid survey data are obtained.Through the mathematical statistics analysis of the valid survey samples,including sample characteristics analysis,descriptive analysis,normality test and reliability and validity test,it is confirmed that the survey sample has good representativeness and the questionnaire has high reliability and validity.Thirdly,this study conducts an empirical study of the study variables by independent sample T test and analysis of variance,correlation analysis and multivariate hierarchical regression analysis,and covariance structural equation model analysis.The demographic characteristics of gender,education level,professional title,subject and working time were discussed respectively to the difference between teachers’ job performances and organizational support perception group.The relationship between university teachers’ competencies,job performances and organizational support perception,causality and organizational support perception influence the relationship between university teachers’competencies e and job performances.Fourth,based on the purposeful sampling method,this study conducted semi-structured interviews with 12 university teachers and 8 university administrators in 21 undergraduate universities such as Guizhou University,Guizhou Normal University and Guizhou University of Finance and Economics.Combining reliability,validity and research ethics,descriptive analysis and explanatory analysis were used to analyze the success of University teachers.Qualitative research is carried out in terms of competency,job performances and organizational support to supplement and improve quantitative research findings.Combined with quantitative research and qualitative interviews,this study has the following research conclusions:(1)The structural dimensions of research variables have multiple unity.University teachers’ competency includes four dimensions:basic competence,teaching competence,scientific research competence and innovation competence,and 25 Measurement items.Teachers’ work performance includes task performance,relationship performance and adaptability performance,and 20 measurement items;organizational support perceived includes organizational system support perceived,superior leadership support perceived and school colleagues support perceived 3 dimensions,20 measurement items.(2)The research objects are distributed reasonably and the group differences are significant.Through descriptive statistics and normality test of the survey sample,this study finds that the distribution of the research object is reasonable,and the research conclusion will have certain representativeness and generalization.At the same time,there are large group differences in demographic characteristics such as gender,education level,professional title,subject and working time in the research variables of University teachers’ job performances and organizational support perceived.(3)The research variables are highly correlated and the regression effects are significant..Through correlation analysis and multi-level hierarchical regression analysis,this study finds the control variables such as gender,education level and working years,the intermediate variables such as university teachers’ competencies and organizational support perceived,and the task performance,relationship performance and adaptive performance of university teachers.There are high correlations and significant regression effects in the study variables.(4)There is a significant mediating effect in organizational support perceived.Using SPSS22.0 and AMOS21.0 statistical software to analyze the mechanism of the relationship between variables,we find that organizational support perceived has a significant mediating effect on the relationship between University teachers’ competencies and job performances.Compared with the existing research results,the contribution of this research is reflected in the following two aspects:The first is the contribution of theoretical application,including:(1)Introduce organizational support theory into the field of higher education research.This research introduces organizational support as an intermediate variable.Through the investigation and research on the mechanism of organizational support in the relationship between university teachers’ competencies and job performances,this paper discusses the countermeasures to improve university teachers’ competencies and promote university teachers’ job performances from the perspective of organizational support theory.(2)Research conclusions on organizational support structures.This study proposes the concept of composite organization support,which can be deconstructed into "organizational support acquisition" based on the perspective of university organizations and "organizational support perception" based on the perspective of university teachers,which has certain theoretical contributions.In addition,this study also proposes organization support structural dimensions and establishes a new organizational support perceived measurement model.The second is the contribution of research methods,embodied in:(1)Using the perspective of composite organizational support to explore the theory of university organizational support.This study proposes that the organizational system support perceived,superior leadership support perceived and school colleagues support perceived as the operational definition of organizational support perception.Based on this,a comprehensive construct of "organizational support acquisition"based on organizational perspective is proposed,which forms a university organization.Support the composite perspective of theory.(2)Using empirical research and qualitative interview method to conduct systematic research on research questions.This research comprehensive quantitative research and qualitative interview research methods,systematically analyzes the competence and work performance of university teachers,and the formation and function mechanism of organizational support acquisition and organizational support perception.The mechanism of organizational support affecting the relationship between university teachers’competencies and job performances is more comprehensively and thoroughly verified.The practical enlightenment of this study is:(1)Based on the countermeasures and suggestions of the university organization.Specifically,it consists of:firstly constructing a competency-based human resources management system for University teachers;secondly,improving the performance evaluation system of human capital for University teachers;third,strengthening human resources management in universities and universities to strengthen the influence of organizational support perception on teachers.(2)Based on the countermeasures and suggestions of university teachers.Specifically,it includes:firstly,constructing a competency-based professional development model of University teachers;second,improving the level of work performance to adapt to the organizational development strategy of universities;third,teachers should enhance the perception of human resources management organizational support to obtainThe mechanism of organizational support on the relationship between University teachers’ competencies and job performances is a complex and systematic research project.Although this research uses scientific research methods and standardized research procedures to demonstrate this,the research conclusions obtained are in line with the research design expectations,but there are still some limitations,which need to be improved,ameliorated and deepened by researchers in future research.(1)Constantly verify and improve the quality of the questionnaire.The scale of the university teachers’ competencies,job performances and organizational support,and the questionnaire design has not been tested repeatedly.The rationality and versatility of the questionnaire need to be further tested.Therefore,the follow-up research also needs to repeatedly verify,correct and improve the scale of the university teachers’competencies,work performance and organizational support,and to form a mature questionnaire.(2)Continuously refine or increase the number of research objects.The subject and the sample size of the survey may influence the conclusion of the study.Therefore,the follow-up study can be considered from the following two aspects:the first is to classify the research object more carefully and improve the representativeness of the research object;the second is to increase the number of data collection samples and the number of qualitative interview cases,which will also lead to more accurate The conclusions of the study and the proposed more targeted countermeasures.