Impact of university social responsibility and university image on teachers’ organizational citizenship behaviors among chinese higher vocational colleges

Information from the abstract

Grounded in Social Identity Theory, this study investigates the impact of university social responsibility (USR) on teachers’ organizational citizenship behaviors (OCB) in higher vocational colleges in Shaanxi Province of China, with a particular focus on the mediating role of university image. The growing emphasis on social responsibility in higher education institutions has drawn attention to teachers’ attitudes and behaviors in educational management and human resource development. Using convenience sampling, this study collected survey data from 630 instructors employed at 15 public and private vocational colleges in Shaanxi Province. Quantitative analysis was employed to test the proposed hypotheses. The findings reveal that USR has a significant positive effect on teachers’ OCB. Simultaneously, USR significantly enhances university image, which in turn positively predicts teachers’ OCB. Furthermore, university image partially mediates the relationship between USR and teachers’ OCB, which suggests that socially responsible university practices foster positive teacher behaviors both directly and indirectly by strengthening university image. This study enriches the theoretical interface between USR and OCB. It could provide practical insights for university administrators striving to boost teacher engagement, institutional reputation, and enhance organizational impact through management practices of social responsibility.

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Related topics: Corporate Identity and Reputation · Corporate Social Responsibility Reporting · Job Satisfaction and Organizational Behavior