文章基本信息

标题：An Empirical Study of the Performance of University Teachers Based on Organizational Commitment, Job Stress, Mental Health and Achievement Motivation
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作者：Cai-feng WANG
期刊名称：Canadian Social Science
印刷版ISSN：1712-8056
电子版ISSN：1923-6697
出版年度：2010
卷号：6
期号：4
页码：127-140
DOI：10.3968/j.css.1923669720100604.013
语种：English
出版社：Canadian Academy of Oriental and Occidental Culture
摘要：This paper defines and analyzes the concept of the performance of university teachers and identifies the four variables of organizational commitment, job stress, mental health and achievement motivation. Thus, this paper puts forward the hypothesis that the four variables-organizational commitment, job stress, mental health, and achievement motivation play a part in teachers’ job performance. Finally the conceptual model of the job performance of teachers is established based on the above four variables. In research based on interviews, a survey was conducted among some teachers in colleges and universities in Xi'an. Through SEM analysis, the results show that the sustained commitment has a negative effect on work performance while emotional commitment has a positive effect on work performance. Work stress has a positive effect on work performance but mental health has a negative effect on work performance, which is not consistent with the hypothesis. Studies also find that emotion commitment is the intermediary variable of the sustained commitment to job performance. Work pressure is the intermediary variable of work pressure affecting job performance whereas there is a positive correlation between achievement motivation and mental health.Keywords: organizational commitment; work pressure; mental health; work /job performance