ArticleBMC psychology2025
Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Exploring the nexus between perceived organizational support and professional identity among nursing professionals: a mediation-moderation mechanism.BMC nursing · 2026Article
- The relationship between professional competence and work engagement among Chinese biomedical laboratory technicians: a moderated mediation model.BMC psychology · 2026Article
- The mediating role of job and life satisfaction in the effect of psychological resilience on employee performance: evidence from the February 6 Kahramanmaraş (Türkiye) earthquakes.BMC psychology · 2026Article
- Supportive infrastructure and teacher resilience: the mediating role of intrinsic motivation and the moderating role of workplace relationships.BMC psychology · 2026Article
- How organizational support promotes teacher professional recognition: a perspective on teachers' autonomous learning and teaching abilities.Frontiers in psychology · 2026Article
- Perceived organizational support and family-school collaboration among kindergarten teachers: job satisfaction as a mediator and occupational commitment as a moderator.Frontiers in psychology · 2026Article
- Recognition, rewards, and job performance: the mediating role of perceived organizational support in the Peruvian education sector.Frontiers in psychology · 2026Article
- Perceived organizational support and kindergarten teachers' voice behavior: the mediating role of psychological capital and the moderating role of establishment status.Frontiers in psychology · 2025Article
- What makes teaching joyful? Unpacking the wellbeing-resilience-enjoyment chain in higher education faculty.Frontiers in psychology · 2025Article
- The impact of digital transformation on faculty performance in higher education: the mediating role of digital self-efficacy and the moderating role of task-technology fit.Frontiers in psychology · 2025Article
- Professional leadership of Chinese university teachers: an empirical exploration of multiple related factors and self-efficacy's role.Frontiers in psychology · 2025Article
- The impact of AI literacy on work-life balance and job satisfaction among university faculty: a self-determination theory perspective.Frontiers in psychology · 2025Article
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Authors and funding
5 authors.
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Abstract
Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shaping perceived organizational support. This study aims to examine the interrelationships among personality traits, perceived organizational support, self-efficacy, and job satisfaction in influencing teacher job performance. A total of 581 university teachers participated in an empirical study, and the results confirmed that perceived organizational support influences teacher job performance directly and indirectly through personality traits, self-efficacy, and job satisfaction. This study develops and validates a novel model illustrating how perceived organizational support indirectly influences teachers'job performance through personality traits, self-efficacy, and job satisfaction. By emphasizing the mediating roles of personality traits, self-efficacy, and job satisfaction, this study makes a significant contribution to the theoretical literature. Moreover, it provides valuable theoretical insights and practical guidance for universities to formulate support strategies tailored to teachers' personality traits, thereby enhancing their job performance.
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