Research On Organizational Commition Of University Teachers

Organizational commitments of university teachers are the psychological link between teacher and university. It related not only to efficacy and benefit of university, but to whole higher education. The purpose of research is to investigate the internal structure of university teacher's organizational commitment, the distinction of different teachers as well as the relation between their organizational commitment and job performance. For these purpose, the relevant date are collected by open questionnaires, researches into some relevant references, some standard research method, such as exploratory analysis, factor analysis, regression analysis and correlation analysis are employed. In the end of the article, some suggestion are put forward to enhance the level of university teacher's organizational commitment and the job performance of the section related with teachers. The conclusions drawn by this research are as follows: First, university teachers' organizational commitments are composed of 5 factors: ideal commitment, economical commitment, normative commitment, opportunity commitment and affective commitment. The whole level of organizational commitment of university teachers is medium, but it is higher in ideal commitment and economical commitment, lower in normative commitment, opportunity commitment and affective commitment. Second , the variable in population statistics can affect organizational commitments :(1)the level of commitment of women is higher than that of men's in whole level of commitment, but lower than that of men's in opportunity commitment. (2)the level of commitment of the married is higher than that of the single in whole level of commitment, but lower in opportunity commitment(3)the level of opportunity commitment of teachers whose age are range with 31—40 is comparatively lower than that of teachers whose age lower 30 and over 50.(4)the level of ideal commitment and opportunity commitment of Master are higher than that of undergraduate teachers.(5)the level of affective commitment of teachers whose teaching age are range with 3—5 is comparatively lower than that of teachers whose teaching age are lower 2 and over 10; the whole level of commitment of teachers whose teaching age are over 10 is comparatively higher than that of teachers whose teaching age are range with 3—10.(6)the level of normative commitment and whole level of teachers who teach science are higher than that of those who teach art. Third, organizational commitments of university teachers is related to the grade of job performance and its factors, organizational commitment factors can predict the degree of job performance.