An Empirical Study of the Performance of University Teachers Based on Organizational Commitment, Job Stress, Mental Health and Achievement Motivation

This paper defines and analyzes the concept of the performance of university teachers and identifies the four variables of organizational commitment, job stress, mental health and achievement motivation. Thus, this paper puts forward the hypothesis that the four variables-organizational commitment, job stress, mental health, and achievement motivation play a part in teachers’ job performance. Finally the conceptual model of the job performance of teachers is established based on the above four variables. In research based on interviews, a survey was conducted among some teachers in colleges and universities in Xiʹan. Through SEM analysis, the results show that the sustained commitment has a negative effect on work performance while emotional commitment has a positive effect on work performance. Work stress has a positive effect on work performance but mental health has a negative effect on work performance, which is not consistent with the hypothesis. Studies also find that emotion commitment is the intermediary variable of the sustained commitment to job performance. Work pressure is the intermediary variable of work pressure affecting job performance whereas there is a positive correlation between achievement motivation and mental health.