高校教师工作压力与工作绩效的关系：组织承诺的调节作用

目的探讨高校教师工作压力与工作绩效之间的关系以及组织承诺对二者关系的调节作用。方法从山东省各高校随机抽取400名教师作为样本,采用工作压力量表,组织承诺量表,工作绩效量表对其进行问卷调查。结果1当前高校教师的工作压力较大,其中来自评价体制的压力最大（4.99±1.13）;高校教师的组织承诺水平总体较高（4.47±0.99）,规范承诺水平最高（5.03±1.14）,情感承诺水平次之（4.61±1.26）;2科研压力与工作绩效呈负相关（r=-0.204,P〈0.05）,并对工作绩效具有负向预测作用（β=-0.204,P〈0.05）。评价体制压力与工作绩效呈负相关（r=-0.224,P〈0.05）,并对工作绩效具有负向预测作用（β=-0.224,P〈0.05）;3组织承诺是工作压力与工作绩效关系的调节变量,对二者的关系具有调节作用。结论1目前高校教师的工作压力较为严重,其中来自评价体制方面的压力最为突出;2工作压力与工作绩效呈负相关,是工作绩效的重要预测变量;3组织承诺对工作压力和工作绩效的关系具有调节作用。

Relationship between Job Stress and Performance of College Teachers: The Moderate Effect of Organizational Commitment

Objective To explore the relationship between job stress and performance, and the moderate effect of organizational commitment on the relationship between them. Methods Using the Job Stress Scale, the Organizational Commitment Scale and the Job Performance Scale to investigate 400 college teachers from various universities in Shandong Province. Results ①The current job stress level of college teachers is comparatively high and the pressure from evaluation system is the highest （4.99±1.13）; the organizational commitment of the college teachers is high （4.47±0.99）, which the highest one is normative commitment （5.03±1.14） and the second one is affective commitment （4.61±1.26）. ②The stress from scientific research negatively correlates with job performance （r=-0.204, P〈0.05） and negatively predicts the job performance （β=-0.204, P〈0.05）; the stress from the evaluation system negatively correlates with job performance （r=-0.224,P〈0.05） and negatively predicts it （β=-0.224, P〈0.05）.③Organizational commitment moderates the relationship between job stress and performance. Conclusion ①Job stress of college teacher is serious, and the stress of the evaluation system is the highest. ②Job stress negatively comelates with job performance and it is the influence factor of job performance.③Organizational commitment moderates the relationship between job stress and performance.