PDF

Published

2024-09-30

Issue

Vol. 9 No. 9 (2024): Published

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Huang, C., & Chang, Y.-C. B. (2024). The impact of organizational incentives on the loyalty of studying abroad teachers in Hainan, China: The mediating role of organizational commitment. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2982

The impact of organizational incentives on the loyalty of studying abroad teachers in Hainan, China: The mediating role of organizational commitment

Cheng Huang

Dhurakij Pundit University, Thung Song Hong, Lak Si, Bangkok,10210, Thailand Hainan Vocational University of Science and Technology, Haikou, Hainan,571126, China

Yuan-Cheng Bin Chang

Dhurakij Pundit University, Thung Song Hong, Lak Si, Bangkok,10210, Thailand


DOI: https://doi.org/10.59429/esp.v9i9.2982


Keywords: organizational incentives, loyalty, organizational commitment

Abstract

Competition in higher education is essentially a competition for talent, particularly manifested in the competition among high-level university teachers. Therefore, enhancing teachers' loyalty to their profession and universities, controlling talent turnover, and establishing a responsible and well-structured teaching staff are fundamental to the sustainable development of universities. This study, based on the motivation-hygiene theory, utilized convenience sampling to conduct a questionnaire survey on internationally studying teachers from 21 universities in Hainan Province, China. A total of 667 valid questionnaires were collected, and a structural equation model was employed to investigate the influence of organizational incentives in Hainan's universities on the loyalty of international teaching staff; as well as the mediating effect of organizational commitment of international teachers between organizational incentives and loyalty. The research results show that both organizational incentives and organizational commitment can positively predict teachers' loyalty, and organizational incentives can positively predict organizational commitment. Organizational commitment plays a partial mediating role between organizational incentives and teachers' loyalty. Based on this, this study suggests that university administrators should establish a reasonable incentive mechanism and cultivate the organizational commitment of overseas-study teachers, in order to comprehensively enhance the loyalty of overseas-study teachers and ensure the stability of the teaching staff.

References

[1]. Li Y, Wang YJ. Intrinsic needs and external incentives of western university teachers going abroad for visiting scholar programs. Education Review 2020(07): 124-131.

[2]. Sun T. Dilemma and way out: The flow of university teachers from the perspective of "double first-class" construction. Beijing Social Sciences 2020(6): 37-45. doi:10.13262/j.bjsshkxy.bjshkx.200604

[3]. Xie HY. Research on loyalty education of university teachers. Jiangsu Higher Education 2019(1): 69-73. doi:10.13236/j.cnki.jshe.2019.01.013

[4]. Zhao JM. On the development path of higher education in hainan under the new situation. New West 2020(11): 45-48.

[5]. Yang SS. Analysis of incentive mechanism for university administrative personnel based on the two-factor theory. Comparative Study of Cultural Innovation 2020; 4(17): 7-9.

[6]. Gao JL. Enhancing the loyalty of young teachers in private vocational colleges. Human Resource Management 2013(12): 242.

[7]. Wang ZY. A study on the occupational loyalty of college teachers. Journal of Jiangsu Economic and Trade Vocational and Technical College 2013(1): 72-74.

[8]. Qiu M, Hu B. A study on the relationship between internal/external motivation, psychological ownership, and employee engagement. Soft Science 2015; 29(12): 87-91.

[9]. Cao Y, Liu J, Liu K, et al. The mediating role of organizational commitment between calling and work engagement of nurses: A cross-sectional study. International Journal of Nursing Sciences 2019; 6(3): 309-314. doi:10.1016/J.IJNSS.2019.05.004

[10]. Cho J, Laschinger HKS, Wong C. Workplace empowerment, work engagement and organizational commitment of new graduate nurses. Canadian journal of nursing leadership 2006; 19(3): 43-60. doi:10.12927/CJNL.2006.18368

[11]. Choi SB, Tran TBH, Park BI. Inclusive leadership and work engagement: Mediating roles of affective organizational commitment and creativity. Social Behavior and Personality 2015; 43(6): 931-944. doi:10.2224/SBP.2015.43.6.931

[12]. Mathieu JE, Zajac DM. A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin 1990; 108(2): 171-194. doi:10.1037/0033-2909.108.2.171

[13]. Becker B, Gerhart B. The impact of human resource management on organizational performance: Progress and prospects. Academy of Management Journal 1996; 39(4): 779-801. doi:10.5465/256712

[14]. Meyer JP, Allen NJ, Smith CA. Commitment to organizations and occupations: Extension and test of a three- component conceptualization. Journal of Applied Psychology 1993; 78(4): 538-551. doi:10.1037/0021- 9010.78.4.538

[15]. Porter LW, Steers RM, Mowday RT, et al. Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology 1974; 59(5): 603-609. doi:10.1037/H0037335

[16]. Fan XX. A study on the organizational loyalty of high-level talents in higher education institutions. Chinese Higher Education Research 2005(12): 53-54.

[17]. Zhang C, Niu ST. Research on incentive mechanism for college teachers' work under the dual-factor theory. Journal of Shandong University of Science and Technology 2017(5): 92-95.

[18]. Lin XY. A study on the improvement of teachers' working conditions and job satisfaction based on the two-factor theory. Knowledge Library 2023(18): 155-158.

[19]. Herzberg F, Mausner B, Snyderman BB. The motivation to work. Transaction Publishers; 1959.

[20]. Ministry of Education. Ministry of Education and other eight departments comprehensively deploy to accelerate and expand the opening up of education in the new era. 2020.

[21]. Zhao HB, Gao H. Causes and coping strategies of rural youth sports teachers' attrition in the new era from the perspective of two-factor theory. Journal of Sport Research and Education 2023; 38(5): 44-50. doi:10.16207/j.cnki.2095-235x.2023.05.002

[22]. Chen SN, Chen GY. An empirical study on the relationship between organizational incentives, organizational commitment, and loyalty. Science and Technology Management Research 2010(16): 128-133.

[23]. Yao WJ. Construction path of motivation mechanism for teachers in higher vocational colleges based on two- factor theory. Journal of Jiangsu Vocational College of Economics and Trade 2023(4): 62-65. doi:10.16335/j.cnki.issn1672-2604.2023.04.018

[24]. Liu BL, Xia HM, Li YH, et al. An empirical study on the factors influencing mobile payment intention from the perspective of health and motivation. Management Review 2017; 14(4): 600-608. doi:10.3969/j.issn.1672- 884x.2017.04.015

[25]. Ineson EM, Berechet G. Employee loyalty in hotels: Romanian experiences. Journal of Human Resources in Hospitality & Tourism 2011; 10(2): 129-149. doi:10.1080/15332845.2011.536694

[26]. Li HY. Construction of incentive mechanism for teachers in private colleges and universities - analysis based on maslow's hierarchy of needs theory. Journal of Nanchang Institute of Education 2011; 26(5): 78-79.

[27]. Wang YH. A study on the loyalty of teachers in higher vocational colleges. Journal of Changjiang University: Social Sciences Edition 2014; 37(10): 155-157.

[28]. McKinsey & Company. Valuation, dcf model download: Measuring and managing the value of companies. John Wiley & Sons; 2020.

[29]. Ling WQ, Zhang ZC, Fang LL. Factors influencing organizational commitment. Acta Psychologica Sinica 2001; 33(3): 259-263.

[30]. Tang FG, Peng Y. The relationship between job burnout, job satisfaction, and social support among university teachers. Chinese Public Health 2008(8): 930-932.

[31]. Kang CQ, Yang Q. An empirical study on the influence mechanism of work resources on the job dedication of university librarians. Library and Information Service 2019; 63(17): 69.

[32]. Rosenholtz SJ. Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal 1989; 89(4): 421-439. doi:10.1086/461584

[33]. Joffres C, Haughey M. Elementary teachers' commitment declines: Antecedents, processes, and outcomes. The Qualitative Report 2001; 6(1): 1-22.

[34]. Rosenholtz SJ, Simpson C. Workplace conditions and the rise and fall of teachers' commitment. Sociology of Education 1990; 63(4): 241-257. doi:10.2307/2112873

[35]. Xin MF. Research on the current situation and group differences of organizational commitment of open university teachers: A case study of the national open university (guangzhou). China Distance Education 2018(6): 19-27.

[36]. Yuan XL. A statistical test of the impact of team behavior in universities on leadership performance. Statistics and Decision Making 2019(9): 110-113. doi:10.13546/j.cnki.tjyjc.2019.09.026

[37]. Zhao HJ, An WG, Xu FF. Analysis of several suggestions on the work of sending local universities abroad for studies. Hebei Enterprises 2014(5): 42.

[38]. Yin DM. The impact of employee benefits on job satisfaction and organizational commitment—based on herzberg's two-factor theory perspective. Modern Marketing 2021(7): 110-111. doi:10.19932/j.cnki.22- 1256/F.2021.02.110

[39]. Li YQ, Zhang XL. The relationship between knowledge workers' pay equity, organizational commitment, and turnover intention. Soft Science 2008(8): 134-138.

[40]. Liu XP, Wang ZM. A simulation experiment study on the influencing factors of organizational commitment. Chinese Journal of Management Science 2012(6): 97-100.

[41]. Xu SK. Study on the current status of organizational commitment of college teachers. Psychological Science 2009; 32(3): 745-747.

[42]. Allen NJ, Meyer JP. The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology 1990; 63(1): 1-18. doi:10.1111/J.2044- 8325.1990.TB00506.X

[43]. Mowday RT, Porter LW, Steers RM. Employee—organization linkages: The psychology of commitment, absenteeism, and turnover. Academic Press; 2013.

[44]. Steers RM. Antecedents and outcomes of organizational commitment. Administrative science quarterly 1977; 22(1): 46-56. doi:10.2307/2391745

[45]. Wu ML, Tu JT. SPSS and statistical application analysis. Wunan Publishing; 2012.

[46]. Ministry of Education. Action plan for improving the quality and excellence of vocational education (2020-2023). Forum of Educational Science 2020(33): 3-11.

[47]. Teng Q, Yu HJ, Jiang YS, et al. Research on the model of college teachers' motivation structure and group differences in motivational effects. Journal of Southwest Jiaotong University 2018; 19(5): 41-51.

[48]. Hair JF, Anderson RE, Tatham RL, et al. Multivariate data analysis, 5th ed. Prentice-Hall International; 1998.

[49]. Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 1981; 18(1): 39-50. doi:10.1177/002224378101800104

[50]. Shi Y. A scale revision study on the organizational commitment of physical education teachers in higher education institutions. Journal of Xi'an Institute of Physical Education 2013; 30(1): 124-128. doi:10.16063/j.cnki.issn1001- 747x.2013.01.026

[51]. Zhou H, Long LR. Statistical testing and control methods for common method bias. Advances in Psychological Science 2004; 12(6): 942-950.

[52]. Efron B. Computers and the theory of statistics: Thinking the unthinkable. SIAM Review 1979; 21(4): 460-480. doi:10.1137/1021092

[53]. Mackinnon DP, Lockwood CM, Williams J. Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research 2004; 39(1): 99-128. doi:10.1207/s15327906mbr3901_4

[54]. Efron B, Tibshirani RJ. An introduction to the bootstrap. Chapman and Hall/CRC; 1994.

[55]. Qing ZM. Research on the definition of educational responsibilities of college teachers in the new era in China. Journal of Hainan Radio and TV University 2019(4): 137-140. doi:10.13803/j.cnki.issn1009-9743.2019.04.025

[56]. Chen X, Gong J, Yu B, et al. Constructs, concept mapping, and psychometric assessment of the concise scale of individualism–collectivism. Social Behavior and Personality 2015; 43(4): 667-684. doi:10.2224/SBP.2015.43.4.667

[57]. Zhou X, Yu JM, Cao GL. Career development and employee engagement - the mediating role of organizational commitment. Soft Science 2015; 29(10): 88-91. doi:10.13956/j.ss.1001-8409.2015.10.19

[58]. Chen ZX, Francesco AM. The relationship between the three components of commitment and employee performance in China. Journal of Vocational Behavior 2003; 62(3): 490-510. doi:10.1016/S0001-8791(02)00064-7

[59]. Yu HY. Can more economic compensation help retain rural teachers? An empirical study based on the mediating effect of organizational commitment. Contemporary Education Forum 2022(2): 109-115. doi:10.13694/j.cnki.ddjylt.20211125.001



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com