Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction
Abstract Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shap...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-024-02324-1 |
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| _version_ | 1841544130886369280 |
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| author | Lina Li Kessara Kanchanapoom Jirawan Deeprasert Ninggui Duan Zhou Qi |
| author_facet | Lina Li Kessara Kanchanapoom Jirawan Deeprasert Ninggui Duan Zhou Qi |
| author_sort | Lina Li |
| collection | DOAJ |
| description | Abstract Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shaping perceived organizational support. This study aims to examine the interrelationships among personality traits, perceived organizational support, self-efficacy, and job satisfaction in influencing teacher job performance. A total of 581 university teachers participated in an empirical study, and the results confirmed that perceived organizational support influences teacher job performance directly and indirectly through personality traits, self-efficacy, and job satisfaction. This study develops and validates a novel model illustrating how perceived organizational support indirectly influences teachers’job performance through personality traits, self-efficacy, and job satisfaction. By emphasizing the mediating roles of personality traits, self-efficacy, and job satisfaction, this study makes a significant contribution to the theoretical literature. Moreover, it provides valuable theoretical insights and practical guidance for universities to formulate support strategies tailored to teachers’ personality traits, thereby enhancing their job performance. |
| format | Article |
| id | doaj-art-5a99c56a1c4a4ca5b0423eb529dbfffd |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-5a99c56a1c4a4ca5b0423eb529dbfffd2025-01-12T12:45:19ZengBMCBMC Psychology2050-72832025-01-0113111310.1186/s40359-024-02324-1Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfactionLina Li0Kessara Kanchanapoom1Jirawan Deeprasert2Ninggui Duan3Zhou Qi4Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology RattanakosinFaculty of Management Science, Silpakorn UniversityRattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology RattanakosinSchool of Humanities and Management, Youjiang Medical University for NationalitiesFaculty of Education, Bangkokthonburi UniversityAbstract Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shaping perceived organizational support. This study aims to examine the interrelationships among personality traits, perceived organizational support, self-efficacy, and job satisfaction in influencing teacher job performance. A total of 581 university teachers participated in an empirical study, and the results confirmed that perceived organizational support influences teacher job performance directly and indirectly through personality traits, self-efficacy, and job satisfaction. This study develops and validates a novel model illustrating how perceived organizational support indirectly influences teachers’job performance through personality traits, self-efficacy, and job satisfaction. By emphasizing the mediating roles of personality traits, self-efficacy, and job satisfaction, this study makes a significant contribution to the theoretical literature. Moreover, it provides valuable theoretical insights and practical guidance for universities to formulate support strategies tailored to teachers’ personality traits, thereby enhancing their job performance.https://doi.org/10.1186/s40359-024-02324-1Job performanceJob satisfactionPerceived organizational supportPersonality traitsPrivate universitySelf-efficacy |
| spellingShingle | Lina Li Kessara Kanchanapoom Jirawan Deeprasert Ninggui Duan Zhou Qi Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction BMC Psychology Job performance Job satisfaction Perceived organizational support Personality traits Private university Self-efficacy |
| title | Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction |
| title_full | Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction |
| title_fullStr | Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction |
| title_full_unstemmed | Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction |
| title_short | Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction |
| title_sort | unveiling the factors shaping teacher job performance exploring the interplay of personality traits perceived organizational support self efficacy and job satisfaction |
| topic | Job performance Job satisfaction Perceived organizational support Personality traits Private university Self-efficacy |
| url | https://doi.org/10.1186/s40359-024-02324-1 |
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