Research On The Relationship Between Organizational Commitment And Contextual Performance Of Teachers

Organizational commitments of university teachers are teachers’ identity with aim, faith, value, culture of the university and desirability that teachers hope to work hard and stay in the university. Contextual performance of university teachers refers to action that teachers would take on supererogatory work for the benefit of school or others through interpersonal assistance and voluntary acts. The more the support of the teachers obtained from the university, the higher level of the organizational ommitment of the teachers. At the same time, a teacher with better organizational commitment always has lower possibility of resignation and has better contextual performance. Therefore, to uncover actuality of organizational commitments and contextual performance of university teachers and relationship between them is a very important task for human resource management of universities. However, the researches on relation between organizational commitments and contextual performance are very few, and corresponding studies reported in literature exclusively focused on enterprise employees. To our knowledge, empirical studies on relationship between organizational commitments and contextual performance of Chinese university teachers have not been reported so far.A questionnaire survey was carried out anonymously among teachers in three universities in Hengyang to identify and quantify the relationship between organizational commitments and contextual performance of teachers in Chinese local colleges. The main results are listed as follows.(1) Foreign scholars divide organizational commitment into affective commitment, continuous commitment, normative commitment triaxiality, and divide contextal performance into interpersonal promoting and work dedication.This division can also be applied in Chinese local colleges.(2) Chinese local colleges teachers’ overall organizational commitment is still in over-medium level, and contextual performance is in higher level.(3) The impact of local college teachers’demographic variables on organizational commitment is significant, while the impact on contextual performance difference is not obvious.(4) Organizational commitment of the local college teachers can impose significantly positive influence on the contextual performance and can also effectively predict the teachers’ contextual performance status.(5)The local college teachers’ affective commitment and normative commitment have a significantly positive effect on the contextual performance, while sustained commitment doesn’t.