Structural Equation Modeling of Factors Influencing Organizational Performance of General Primary School Teachers: A Case Study of Guangxi, China
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Abstract
This study this investigates the relationships among Organizational Commitment (OC), Organizational Citizenship Behavior (OCB), and Organizational Performance (OP) among multi-subject primary school teachers in rural Guangxi, China. Specifically, the study aims to examine the direct effect of OC on OP, the direct effect of OC on OCB, the direct effect of OCB on OP, and the mediating role of OCB in the relationship between OC and OP. A quantitative research design was employed using a structured questionnaire developed based on established theoretical frameworks. The population consisted of primary school teachers in rural Guangxi, and a sample of 380 teachers was selected using appropriate sampling techniques. Data were collected through validated measurement scales reflecting Meyer and Allen’s three-component model of organizational commitment, Organ’s organizational citizenship behavior framework, and the Balanced Scorecard perspective of organizational performance. The data were analyzed using structural equation modeling and bootstrapping techniques to examine both direct and indirect relationships among the variables.
The results reveal that organizational commitment has a strong and significant direct effect on organizational performance (β = 0.79, p < .001). Organizational commitment also significantly predicts organizational citizenship behavior (β = 0.94, p < .001). In addition, organizational citizenship behavior demonstrates a significant positive effect on organizational performance (β = 1.74, p < .001). Mediation analysis confirms that organizational citizenship behavior partially mediates the relationship between organizational commitment and organizational performance, with a significant indirect effect (β = 0.45, 95% CI [0.33, 0.57]). These findings suggest that teacher commitment enhances school performance both directly and indirectly through citizenship behaviors. The study contributes to the theoretical integration of OC, OCB, and OP while providing practical implications for strengthening teacher commitment and promoting voluntary behaviors to improve educational performance in rural schools.
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References
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