The Effects of Perceived Organizational Support on Teacher Competency of Universities in China : Focused on the Mediating Effects of Professional Identity and Work Engagement-

다국어 초록 (Multilingual Abstract)

This study aims to explore the effects of perceived organizational support on teacher competency of universities in China, as well as the mediating effect of professional identity and work engagement. To achieve this purpose, this study established a relevant research model and hypotheses based on prior research and sought to verify them. For hypothesis testing, a survey was conducted targeting 500 teachers from three public universities located in Jilin Province, China. Based on the collected data, descriptive statistical analysis, evaluation of the measurement model's fit, and structural equation modeling (SEM) analysis were performed. The results are as follows. First, perceived organizational support had a positive effect on teacher competency of universities in China. Second, perceived organizational support had a positive effect on professional identity of Chinese university teachers. Third, professional identity had a positive effect on teacher competency of universities in China. Fourth, perceived organizational support had a positive effect on work engagement of Chinese university teachers. Fifth, work engagement had a positive effect on teacher competency of universities in China. Sixth, professional identity had a mediating effect between perceived organizational support and teacher competency of universities in China. Seventh, work engagement also had a mediating effect between perceived organizational support and teacher competency of universities in China. These findings suggest that enhancing positive perceived organizational support is crucial for improving teacher competency in universities. They also highlight that developing a strong professional identity and promoting work engagement are key strategies for enhancing teacher competency. These insights provide an important foundation for developing policies aimed at increasing job satisfaction, supporting continuous professional development, and improving the overall well-being of teachers. Keywords: Chinese university teachers, Perceived organizational support, Teacher competency, Professional identity, Work engagement

목차 (Table of Contents)

• Ⅰ. Introduction1
• 1. Research Background and Necessity 1
• 2. Research Purpose6
• 3. Research Questions 6
• 4. Definition of Terms7
• Ⅱ. Theoretical Background 9
• 1. Teachers' Competency and Quality of Higher Education in China9
• 1) Impact of Teachers' Competency on the Quality of Higher Education
• in China9
• 2) Status of Teachers' Competency in the University 12
• 2. Teacher Competency 15
• 1) Concept of Teacher Competency 15
• 2) Dimensions of Teacher Competency 17
• 3. Perceived Organizational Support 22
• 1) Concept of Perceived Organizational Support22
• 2) Dimensions of Perceived Organizational Support23
• 4. Professional Identity 27
• 1) Concept of Professional Identity27
• 2) Dimensions of Professional Identity29
• 5. Work Engagement 33
• 1) Concept of Work Engagement33
• 2) Dimensions of Work Engagement34
• 6. Relationship between Research Variables 38
• Ⅲ. Methods46
• 1. Research Model and Hypothesis 46
• 2. Research Participants 48
• 3. Research Procedures 49
• 4. Research Tools 51
• 5. Data Analysis55
• Ⅳ. Results57
• 1. Basic Statistical Analysis 57
• 1) Descriptive Statistics and Normality Verification 57
• 2) Difference Analysis in Demographic Variables59
• 3) Correlation Analysis 61
• 2. Model Fit of Measurement Model65
• 1) Analysis of Measurement Model 65
• 2) Validity Analysis 67
• 3) Confirmatory Factor Analysis 68
• 3. Research Hypothesis 70
• 1) Validation of Research Model Fit70
• 2) Direct Effects 72
• 3) Mediating Effects73
• 4. Test of Research Hypothesis74
• Ⅴ. Conclusion and Suggestions 75
• 1. Research Summary 75
• 2. Discussion and Conclusion 76
• 3. Suggestions and Limitations 83
• References 84
• Appendix. Questionnaire 112
• 국문초록 119