Abstract
This study aims to determine the impact of university teachers’ organizational commitment on their work performance. The sample consists of 202 respondents who are teachers from a university in China. The data is gathered through a questionnaire. The study uses Pearson correlation analysis method and regression analysis technique by SPSS software. Findings of this research confirm there is a significant positive correlation between organizational commitment and work performance. The results of the regression analysis show that teachers’ affective commitment have significant positive impact on task performance and contextual performance; teachers’ normative commitment have not significant influence on task performance and contextual performance; continuance commitment have no significant effect on task performance, but have a significant and positive effect on contextual performance.
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