International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 10
Available Online: 30 July 2024
Author/s:
Ye, Peng Peng
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (185840118@qq.com; yepp1216@gmail.com)
Abstract:
The Chinese Ministry of Education has made adjustments to the art disciplines, prompting major art institutions to set development goals around the construction of art disciplines and talent training in the new era. The development of university art education and the individual career development of art teachers have become new challenges for higher education institutions. Therefore, this paper focuses on art teachers in Chinese universities, primarily assessing the relationships among organizational culture, human resource management practices, and organizational commitment within these institutions. This study aims to identify demographic variables of the respondents and link them to their organizational culture, human resource practices, and organizational commitment. Furthermore, the relationships established among these three variables provide a foundation for the development of faculty development programs. Descriptive research was used in the study. The results indicate that most respondents are Art teachers aged 26 to 35 with master’s degrees. The study also shows that teachers generally have a positive attitude towards the school’s organizational culture, human resource practices, and organizational commitment. Teachers are able to develop professionally while maintaining harmonious interpersonal relationships, expressing satisfaction with the organization’s compensation, recruitment, and performance evaluation processes. The commitments made by teachers are significantly high, based on a sense of moral obligation and loyalty to the organization, demonstrating emotional attachment to the organization and awareness of the costs associated with leaving. Differences in organizational culture appear across age and years of service. In human resource practices, differences exist across age, educational background, and years of service; in organizational commitment, differences are found in educational background and years of service. Additionally, the results show a moderate correlation among the three variables, indicating that better construction of school organizational culture leads to better human resource practices and higher organizational commitment among art teachers. Hence, several investments are proposed for teacher development programs, including various trainings, online seminars, and collaborative projects, focusing on metrics not previously prioritized for art teachers in Chinese universities to enhance organizational culture, human resource practices, and organizational commitment. Chinese universities may consider implementing the suggested inputs into teacher development programs and may add other measures based on teachers’ needs.
Keywords: organizational culture, human resource practices, commitment, art teachers, Chinese universities
DOI: https://doi.org/10.5861/ijrse.2024.24705
Cite this article:
Ye, P. P. (2024). Organizational culture, human resource practices, and commitment of art teachers in Chinese universities. International Journal of Research Studies in Education, 13(10), 43-54. https://doi.org/10.5861/ijrse.2024.24705