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Abstract
The objectives of this study are to explore how organizational support impacts job performance among vocational university teachers, focusing on the mediating role of teacher competency and the moderating role of self-efficacy. The study employs a structured survey conducted in 2024 involving 497 lecturers who are teachers at vocational universities in China. The covariance-based structural equation modeling (CB-SEM) was used to examine the research hypothesis. Furthermore, Hayes bootstrapping was utilized to investigate how teachers’ competence mediates and how self-efficacy moderates the relationship between organizational support and teachers’ performance. The findings demonstrate that organizational support has a positive effect on teacher competence and job performance. Furthermore, teachers’ competence plays an important role in mediating the relationship between organizational support and teachers’ job performance. Furthermore, teacher self-efficacy significantly moderates the relationship between organizational support and teacher competence, whereas its moderating effect on the relationship between organizational support and job performance is not significant. The study underscores the importance for educational leaders to enhance organizational support as a means to boost both teacher competence and job performance. Institutions should develop comprehensive support systems such as professional development programs. Educational policymakers should consider integrating support mechanisms to address teachers’ professionalism and self-efficacy. Administrators at vocational universities should prioritize continuous assessment and improvement of organizational support structures, focusing on cultivating education environments that promote competency development and self-efficacy among teachers.
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Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 4, October 2026, Article No: em0288
https://doi.org/10.29333/pr/19249
Publication date: 01 Oct 2026
Online publication date: 14 Sep 2026
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