Influence of perceived organizational support on innovative teaching: insights from university teachers in Yunnan Province, China
Issued Date
2024
Issued Date (B.E.)
2567
Available Date
Copyright Date
Resource Type
Series
Edition
Language
eng
File Type
application/pdf
No. of Pages/File Size
233 leaves
ISBN
ISSN
eISSN
Other identifier(s)
Identifier(s)
Access Rights
Access Status
Rights
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Rights Holder(s)
Physical Location
Bibliographic Citation
Citation
Yang, Xiangyu (2024). Influence of perceived organizational support on innovative teaching: insights from university teachers in Yunnan Province, China. Retrieved from: https://repository.nida.ac.th/handle/123456789/7038.
Title
Influence of perceived organizational support on innovative teaching: insights from university teachers in Yunnan Province, China
Alternative Title(s)
Author(s)
Advisor(s)
Editor(s)
item.page.dc.contrubutor.advisor
Advisor's email
Contributor(s)
Contributor(s)
Abstract
High-quality higher education can provide a solid support for the achievement of sustainable development goals and the development of human resources. However, the current stage of higher education development in Yunnan Province is still at the starting type, requiring innovative teaching within the constraints of limited economy and resources to pursue high-quality education.· This study aims to investigate how perceived organizational support influences innovative teaching among university teachers in Yunnan Province, and explores the roles of knowledge sharing, organizational- citizenship behavior, and transformational- leadership- in- this influencing mechanism. This research targeted full-time teachers from four universities in Yunnan Province and collected data through an online survey. The data analysis was conducted by Partial Least Squares Structural Equation Modeling (PLSSEM). The results show that knowledge sharing, under the influence of perceived organizational support, can actively promote innovative teaching. Organizational citizenship behavior plays a mediating role in the relationship between perceived organizational support and knowledge sharing. In addition, transformational leadership can effectively moderate the interactive relationship between perceived organizational support, knowledge sharing, and innovative teaching. This study can scientifically and effectively help Yunnan Province and similar regions promote innovative teaching.
Table of contents
Description
Thesis (Ph. D. (Management))--National Institute of Development Administration, 2024