A Moderating Influence of Organisational Capabilities on the Relationship between Teacher Competency and Techer Performance within Private Higher Education in Sichuan

Abstract

In the dynamic landscape of private higher education in Sichuan, China, the relationship between teacher competency and performance stands as a critical factor shaping academic excellence and institutional success. This study investigates the nuanced interplay between teacher competency, organizational capabilities, and teacher performance within the context of private higher education institutions (PHEIs) in Sichuan. Drawing upon resource-based theory and organizational capability frameworks, this research aims to uncover how organizational capabilities moderate the relationship between teacher competency and performance. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather comprehensive data from faculty members and administrators. The quantitative phase involves surveying a sample of teachers from various disciplines across multiple private higher education institutions in Sichuan. Measures of teacher competency, organizational capabilities, and teacher performance will be assessed using validated scales. Statistical techniques such as regression analysis and moderation analysis will be employed to analyze the quantitative data. In the qualitative phase, semi-structured interviews with faculty members and administrators will provide rich insights into the mechanisms through which organizational capabilities influence the relationship between teacher competency and performance. Thematic analysis will be utilized to identify patterns and themes emerging from the qualitative data. This research contributes to both theoretical understanding and practical implications within the realm of private higher education management. By elucidating the moderating role of organizational capabilities, this study sheds light on strategies that PHEIs in Sichuan can employ to optimize teacher performance through enhancing teacher competency within the organizational context. The findings of this research hold significant implications for policymakers, administrators, and educators aiming to foster a conducive environment for effective teaching and learning in private higher education institutions in Sichuan, China, and beyond.