Effect of clinical teachers' perceived organizational support on teaching commitment: mediating role of teachers' self-efficacy
10.3760/cma.j.cn116021-20240404-01844
- VernacularTitle:临床教师组织支持感对教学投入的影响：教学效能感的中介作用
- Author:
Xiaolong MA
1
;
Shifu CHEN
;
Qiang WANG
;
Qingxia HE
;
Chang FU
;
Aimin WANG
;
Guowen WANG
Author Information
1. 山东第一医科大学医药管理学院，泰安 271016
- Publication Type:Journal Article
- Keywords:
Teaching commitment;
Perceived organizational support;
Self-efficacy;
Clinical teacher
- From:
Chinese Journal of Medical Education Research
2025;24(1):70-75
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To examine the relationships between perceived organizational support in job resources, self-efficacy in personal resources, and teaching commitment based on the job requirement-resource model, and to explore the path of influencing clinical teachers' teaching commitment.Methods:Using the convenience sampling method, 463 clinical teachers from 16 university-affilicated hospitals in Shandong Province, China were selected as the study subjects. Surveys were conducted using the Perceived Organizational Support Scale, Self-efficacy Scale, and Teaching Commitment Scale. A statistical analysis was performed using SPSS 26.0. A structural equation model was constructed using AMOS 26.0 to test the mediation effect.Results:①The level of teaching commitment of clinical teachers was relatively high, with a total score of (45.25±9.21) points. The total score of perceived organizational support was (38.22±9.75) points, and the total score of self-efficacy was (112.27±17.30) points. ②Perceived organizational support and self-efficacy were positively correlated with teaching commitment ( r=0.59, r=0.65, both P<0.01). ③ Perceived organizational support had significant and direct positive effects on teaching commitment and self-efficacy ( β=0.36, β=0.51, both P<0.01). Self-efficacy significantly and positively affected teaching commitment ( β=0.47, P<0.01). Self-efficacy played a significant and partial mediating role in the effect of perceived organizational support on teaching commitment (standardized mediating effect value of 0.239, P<0.01), and the mediating effect percentage was 39.83%. Conclusions:Perceived organizational support not only directly predicts clinical teachers' teaching commitment, but also indirectly affects teaching commitment through self-efficacy. University-affiliated hospital administrators should pay attention to clinical teachers' perceived organizational support to improve their self-efficacy and teaching commitment, thereby ensuring teaching quality.
