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| Autor/inn/en | Wang, Lingjie; Huang, Jian-Hao |
|---|---|
| Titel | Effect of High-Performance Human Resource Practice in Colleges and Universities in China on Teachers' Turnover Intention: A Moderated Mediation Model |
| Quelle | In: Higher Education Studies, 13 (2023) 2, S.135-146 (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1925-4741 |
| Schlagwörter | Faculty Mobility; Foreign Countries; Human Resources; Labor Turnover; Asian Culture; Teacher Attitudes; College Faculty; Work Environment; Role; Work Attitudes; China |
| Abstract | Previous studies have demonstrated that high-performance human resource practice (HPHRP) can reduce employees' turnover intention (TI). However, only a few studies have investigated this relationship in the context of Chinese culture. Using a sample of 740 teachers from five colleges and universities in Hebei Province, China, this study assessed the effect of HPHRP in colleges and universities on teachers' TI in the context of Chinese culture. Furthermore, the mediating effects of teachers' organizational commitment (OC) and the moderating effects of teachers' organizational justice (OJ) were investigated. The results revealed that HPHRP in colleges and universities had a significant negative effect on teachers' TI. Teachers' OC played a partial mediating effect in the relationship between HPHRP in colleges and universities and teachers' TI. In addition, the moderation analysis indicated that HPHRP in colleges and universities enhanced OC for teachers with high levels of OJ. This study contributed to a better understanding of the role of HPHRP in colleges and universities in reducing teachers' TI, suggesting that HPHRP implementation and improving teachers' OC and OJ can reduce teachers' TI. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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