International Journal of Research Studies in Management
CollabWritive Special Issue
2023 Volume 11 Issue 5
Available Online: 15 August 2023
Author/s:
Wang, Anqi
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
With the increasing competition for scientific research and teaching pressure in universities, the work pressure of university teachers is also increasing, and their job satisfaction is becoming lower, affecting their recognition of the school and the teacher’s profession. The theory of organizational support tells us that when university teachers perceive the support of the school, they will participate more actively in their work, which not only increases their recognition of the school, but also improves their organizational citizenship behavior and work enthusiasm. Therefore, it is important for school leaders to support teachers in improving their professional skills, creating a work environment, or involving teachers in school management. Improving the transparency of running a school and making teachers feel that the support they receive will not only improve job satisfaction, job potential, and excitement, but also reduce the work pressure of teachers, thereby improving their work efficiency and the scientific research performance of the school. Based on the current research status of organizational support, organizational commitment, and job satisfaction, this paper uses literature research, questionnaire surveys, and data statistics to conduct a statistical analysis of variables. Finally, based on the statistical results of the questionnaire, a correlation study was conducted on the three.
Keywords: university teachers, organizational support, organizational commitment, job satisfaction
DOI: https://doi.org/10.5861/ijrsm.2023.1055
Cite this article:
Wang, A. (2023). Organizational support, organizational commitment and job satisfaction: Basis for human resource strategic framework. International Journal of Research Studies in Management, 11(5), 87-98. https://doi.org/10.5861/ijrsm.2023.1055