Perceived supervisor support as a mediator between Chinese university teachers’ organizational justice and affective commitment

Yongzhan Li1, Gloria Castaño2, Yongxin Li3
1Teacher Education College, Pingdingshan University, People’s Republic of China
2Faculty of Psychology, Complutense University of Madrid, Spain
3School of Continuing Education, Pingdingshan University, People’s Republic of China
Cite this article:  Li, Y., Castaño, G., & Li, Y. (2018). Perceived supervisor support as a mediator between Chinese university teachers’ organizational justice and affective commitment. Social Behavior and Personality: An international journal, 46(8), 1385-1396.

Volume 46 Issue 8 | e6702 | Published: August 2018 | DOI: https://doi.org/10.2224/sbp.6702

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We explored the effects of perceptions of supervisor support and organizational justice on affective commitment among 420 university teachers at 5 universities in China. Structural equation modeling and bootstrapping analysis were used to test our hypotheses. The results showed that university teachers’ perception of organizational justice positively influenced their affective commitment, and perceived supervisor support partially mediated this relationship. This study advances the understanding of the mechanism driving university teachers’ affective commitment; our findings indicate that observing the principle of justice and offering supervisor support fosters Chinese university teachers’ organizational commitment.

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