Exploring The Relationship Between Teacher Competence In Research-oriented University And Creativity Performance

In the era of knowledge, university, especially research-oriented university, as an important organizational form of cultivating successors to the future, shoulder the responsibility for cultivating the excellent talents and achieving the progress of great mission, including science, technology and social. Teacher as an important standard to measure the quality of research-oriented university, their competence not only decides the quality of individual performance, but also influence the effectiveness of organization’s strategy. At the same time, the national science and technology conference which was hold in January 2006, further defined the great goal of accelerating the building of innovative countries. Therefore many research-oriented universities have put forward the idea of innovation strategy. However, how can the innovation strategy of research-oriented university be fully implement, how does the teacher has the competence which is helpful for the strategy implement. And how the influence does the competence to the innovation performance. In order to find the answers of the questions above, this study based on Chinese situation, took research-oriented university as research object, made the teacher competence as the breakthrough point. According to the organizational support theory, social interactive theory and related literature, this study put forward the conceptual model and research hypothesis, to reveal the mechanism of perceived innovation strategy to research-oriented university’s teacher competence and creativity performance.The study will first set up the model of research-oriented university’s teacher competence using BEI, structured questionnaires and expert panel. Then it will build the concept model of the relationship among perceived innovation, research-oriented university’s teacher competence and creativity performance, based on plenty of literature. At last, this study will collect data through questionnaire and do the empirical analysis by SPSS 19.0 and AMOS 17.0 to test the hypothesis. Through the analysis to the data, the study obtains the conclusion as follows:First, the model of research-oriented university’s teacher competence divide into 4 dimensions: the basic feature dimension, the interpersonal feature dimension, the conceptual and cognitive feature dimension and the scientific research driven feature dimension and includes 20 competency elements.Second, research-oriented university’s teacher competence has positive in promoting the creativity performance. The influence mainly comes from the interpersonal feature dimension and the scientific research driven feature dimension. Compared to the female teacher, male teacher has a higher creativity performance. The interpersonal feature dimension has positive in promoting the creativity will and creativity result. The scientific research driven feature dimension has positive in promoting the creativity will, creativity behavior and creativity result. In addition, compared to lecturer, professor has a higher creativity will.Third, perceived innovation strategy plays a moderating role in the relationship between research-oriented university’s teacher competence and creativity performance. When teacher perceive the higher level of innovation strategy, the positive effect between research-oriented university’s teacher competence and creativity performance can be strengthen. When teacher perceive the lower level of innovation strategy, the positive effect between research-oriented university’s teacher competence and creativity performance can be weaken. In addition, compared to the lecture, under the higher level of perceived innovation strategy, the positive effect between professor’s competence and creativity performance can be strengthen.