College Teachers' Psychological Contract And Its Relation With Job Attitude

On the basis of constructing the psychological contract model, we try to explore the psychological contract violation influence on college teachers' perceived organizational support, job satisfaction, and turnover intention. Finally, we did research on how the efficient psychological contracts between teachers and the universities can be built. The research may provide a theory for improving the management of college teachers and the sustainable development of high education.By applying the methods of literature, individual interview, focus-group-interview techniques, we outline the college teachers' psychological contract questionnaire. Afterwards, we surveyed 174 college teachers, and then, carry out reliability test, validity test, exploratory factor analysis, social desirability effect test, and questionnaire reversing. Finally, we developed the formal questionnaire and ideated the three-dimensional structure. We carry out the formal survey to 358 professional college teachers from 31 universities and colleges in Guangdong Province, Hunan Province, Beijing Municipality, Shandong Province, Shaanxi Province, and Shanghai Municipality, with College Teacher Psychological Contract Questionnaire (CTPCQ), Psychological Contract Violation Questionnaire (PCVQ), Job Satisfaction Questionnaire (JSQ), Perceived Organizational Support Questionnaire (POSQ), and Turnover Intention Questionnaire(TIQ) at the same time.We testify and revise the three-dimension model with the confirmatory factor analysis and other statistical techniques, and probe into the interrelation among the characteristic of psychological contract structure, the psychological contract violation, job satisfaction, perceived organizational support and turnover intention. We have drawn the following main conclusions:1. Teachers' psychological contract (PC) in universities is made up of college obligation and teacher obligation. The college obligation consists of four components- transactional obligation, personal development obligation, relational obligation, and concern obligation. On the teacher side, the psychological contract consists of three components- transactional obligation, personal development obligation, and relational obligation.2. Compared with the two-dimension and three-dimesion models, the four-dimension structure can explain college obligation more precisely. The relational obligation and concern obligation evolved from the traditional relational obligation.3. There are significant differences among four PC types and the psychological contract violation (PCV). Teachers with higher college obligations and higher teacher obligations (H-H) have least PCV. Teachers with higher college obligations and lower teacher obligations (H-L) and the ones with lower college obligations and higher teacher obligations (L-H) have medium PCV. Teachers with lower college obligations and lower teacher obligations (L-L) have the highest PCV. There are significant PCV differences among H-L vs L-H, H-L vs L-L, H-H vs L-H, H-H vs L-L comparison.4. PC types influence perceived organizational support (POS), job satisfaction, and turnover intention. Teachers with H-H have highest job satisfaction and POS. They have lowest turnover intention. Teachers with L-L, L-H types have high turnover intention, and they have low POS and job satisfaction.5. Except for gender, the demographic variables have significant influences on PCV, POS, job satisfaction, and turnover intention. Ages, educational background, length of teaching, and titles correlate with POS and job satisfaction positively, and correlate with PCV and turnover intention passively.