Ảnh hưởng của sự gắn kết với công việc đến kết quả thực hiện công việc của giảng viên các trường đại học tự chủ
Tóm tắt
In the context of Vietnamese universities moving towards the autonomous model, the requirement for effective teaching, research and staff development activities has become more urgent than ever. Autonomy helps schools to be flexible in management, but at the same time, it also exerts great pressure on the quality and efficiency of operations. This study examines the impact of work engagement on the job performance of faculty members at autonomous universities in Vietnam. Data were collected from 381 lecturers at three autonomous universities in Ho Chi Minh City. Work engagement was measured using the Utrecht Work Engagement Scale (UWES), while job performance was assessed based on Borman and Motowidlo’s framework, which distinguishes between task performance and contextual performance. The results of the structural equation modeling (SEM) indicate that engagement in teaching has a positive and statistically significant effect on both components of job performance, whereas engagement in research does not show a significant predictive role. Based on these findings, the study proposes managerial implications to enhance faculty work performance in the context of university autonomy.
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