Psychological Contract, Organizational Commitment and Relational Performance of College Teachers in Guangxi, China

Abstract

This study aims to provide an in-depth study of the complex dynamics of psychological contracts among teachers at several different types of universities in the Guangxi region of China and their impact on improving relationship performance. Data were collected from teachers in comprehensive universities and vocational colleges through questionnaires. The study found that teachers' evaluation of psychological contract is closely related to their organizational commitment and relationship performance, among which organizational commitment plays a mediating role between psychological contract and relationship performance. There are certain differences in psychological contract, organizational commitment and relationship performance among different types of university teachers, but overall, they show a consistent trend. Based on the research results, a series of suggestions are put forward to promote the improvement of teacher relationship performance, with a view to providing reference for educational management and practice.