A Study On Competency Model And The Relationship Between Competency And Job Performance Of Teachers In Colleges And Universities

In recent years, people has took notice of the importance of human resource management based on the competency increasingly, competency model in our country has become a hot area of research of human resource management, which along with the economic development and the reformation of the personnel system, the gradual renewal of the concept of management. Competency model, can promote the recruitment, selection, training, performance management, pay management, and other subsystems of the tasks in the process of human resources management, in order to format a HR system with strategic and powerful significance, and to enhance the organization's competence eventually. And recently, the Department of Human Resources and Social Security has formed officially; it will have an important effect on the management field and takes the conception of human resource management into the organizations. As social organizations, colleges or universities have the commitment of the task of fostering talents, knowledge innovating and social services. Teachers in the colleges and universities are the most important resource; they are the important factor in the development of colleges and universities. Teachers'qualities have an important effect on the survival and development of the colleges and universities. Therefore, it has a very important theoretical and practical significance, which bring the conception of human resource management based on competency into colleges and universities. In this study, the researcher constructed Competency Model of Teachers in Colleges and Universities based on the theory and through investigating colleges and universities'teachers. At the same time, we focus on the relationship between competency and job performance of teachers in colleges and universities.In the first phase of the study, we using a sample of 795 teachers from colleges and universities, Competency Model was explored and confirmed by The Vocabulary Questionnaire of Competency on Teachers in Colleges and Universities; and using the sample of 261, the validity and reliability of Teachers'Job Performance Scales were tested. In the second phase of the study, by refer to the various reference books, defining the factors of Competency Model of Teachers in Colleges and universities, and designed The Contents Questionnaire of Competency on Teachers in Colleges and Universities,and then, through surveying the sample of 336 teachers to confirm the Competency Model of Teachers in Colleges and universities again. In the third phase of study, competency of 308 teachers were tested, at the same time, using a sample of 299 couples data which competency and job performance can corresponding to the relevant, we inquired relationship between competency and job performance through methods of correlation analysis, regression analysis and path analysis.The main findings are as follows:1 .In the present studies, Teachers'Job Performance Scale, The Contents Questionnaire of Competency on Teachers in Colleges and Universities, and The Scales of Competency on Teachers in Colleges and Universities all had well constructs validity and internal consistency reliability.2 .A six-factor structure of Competency Model of Teachers in Colleges and Universities was establishes: (1) Cognitive Competencies (containing conceptual thinking, catch chance ,art sensation, selectivity, Development Objective, emotional sensation); (2) Interpersonal Interaction (containing ability of negotiation , ability of public relations , social interaction consciousness , Command Ability) ; (3)Achievement Characteristics (containing information gathering , efficiency, innovative, accepted challenge); (4) Acceptance(containing tolerance, understanding of others, emotional stability , objectivity , reflection , initiative); (5)Virtues (containing honest, integrity, justification, respect others, responsibility, communication skills); (6)Knowledge and Skill (containing professional knowledge and skills expertise).3. Teachers'Job Performance model: This study confirmed the construct validity and reliability of Teachers'job performance scale by LIAO Chang-Yin (2006). The scale's structure in accordance with Job Performance scale exactly .It supports the three-factor structure of Job Performance model, which containing task-performance, interpersonal-facilitation and job-dedication. At the same time, studies confirmed the indirect path by LIAO Chang-Yin (2006) between task-performance and interpersonal-facilitation, job-dedication showed mediating effects. It supports that task-performance and contextual-performance were not independent completely.4. It showed statistically significant correlation between self-evaluation of competencies and job performance of teachers in colleges and universities: the coefficient of correlation between competencies (containing cognitive competencies, interpersonal interaction, achievement characteristics, acceptance, Virtues, Knowledge and Skill) and job performance (containing task-performance, interpersonal-facilitation and job-dedication) is .229 to .552.5. As exploring the relationship between competency and job performance of teachers in colleges and universities, regression analysis showed that: interpersonal interaction, Virtues, Knowledge and Skill showed statistically significant effects in predicting job performance, among them, interpersonal interaction, Knowledge and Skill showed statistically significant effects in predicting task-performance; interpersonal interaction and Virtues showed statistically significant effects in predicting job-dedication and interpersonal-facilitation. Furthermore, the path analysis confirmed the most of predicting path between competency and job performance: cognitive competencies didn't show statistically significant in predicting job performance; interpersonal interaction showed statistically direct-positive effects in predicting task-performance ,showed statistically indirect-positive effects in predicting interpersonal-facilitation, and showed direct and in direct positive effects in predicting job-dedication. Achievement Characteristics, acceptance, Knowledge and Skill showed statistically direct-positive effects in predicting task-performance, showed statistically indirect-positive effects in predicting interpersonal-facilitation and job-dedication; Virtues showed statistically significant direct and indirect positive effects in predicting interpersonal-facilitation, showed statistically significant direct-positive effects in predicting job-dedication, and didn't show statistically significant effects in predicting task-performance.In conclusion, through surveying The Opening Questionnaire, The Vocabulary Questionnaire of Competency on teachers in Colleges and Universities, and The Contents Questionnaire of Competency onTeachers in Colleges and Universities, measuring competency and job performance, the studies has succeed--structured the Competency Model of Teachers in Colleges and universities, designed The scales of Competency on Teachers in Colleges and Universities, confirmed the three-factor structure of teachers'job performance model, inquired the relationship between competency and job performance. Generally speaking, the studies have achieved the main objective.