International Journal of Research Studies in Management
CollabWritive Special Issue
2026 Volume 14 Issue 5
Available Online: 31 August 2026
Author/s:
Lin, Jiudanping*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study examined the relationships among administrative support, teacher motivation, and teacher effectiveness in Chinese universities. Employing a quantitative descriptive-correlational research design, the study collected data from university teachers using a structured survey questionnaire. Descriptive statistics, tests of difference, and correlation analyses were utilized to analyze the data. The findings indicated that teachers perceived both administrative support and teacher motivation to be at high levels. Professional development opportunities and leadership practices emerged as the strongest dimensions of administrative support, whereas resource provision and administrative responsiveness received comparatively lower ratings. Similarly, teachers demonstrated high levels of motivation, with intrinsic and extrinsic motivation serving as the primary motivating factors, while recognition and the work environment were identified as areas requiring further enhancement. Teacher effectiveness was likewise rated highly, with communication and assessment identified as the strongest dimensions, whereas instructional planning and subject matter knowledge presented opportunities for improvement. Significant differences were observed in teacher motivation, administrative support, and teacher effectiveness when respondents were grouped according to selected demographic variables. Moreover, the analyses revealed strong, positive, and statistically significant relationships among administrative support, teacher motivation, and teacher effectiveness, suggesting that supportive institutional practices and enhanced teacher motivation contribute to improved teaching effectiveness. Based on these findings, the researcher proposed an intervention program aimed at strengthening administrative support, enhancing teacher motivation, and improving teacher effectiveness. The study recommends implementing systematic recognition programs, improving institutional resources and the work environment, providing differentiated professional development opportunities, and promoting collaborative leadership practices to sustain instructional excellence and educational quality in Chinese universities.
Keywords: teacher motivation, administrative support, teaching effectiveness, professional development, instructional planning, school leadership, teacher performance, educational management
DOI: https://doi.org/10.5861/ijrsm.2026.26109
Cite this article:
Lin, J., & Mauhay, R. C. A. (2026). Administrative support, teacher motivation, and effectiveness in Chinese universities. International Journal of Research Studies in Management, 14(5), 11-26. https://doi.org/10.5861/ijrsm.2026.26110
* Corresponding Author