Perceived Supervisor Support as a Mediator Between Chinese University Teachers' Organizational Justice and Affective Commitment

Abstract

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.