Information from the abstract
This study examined the relationship among art university teachers from Yunnan Province in China between perceived leader-member exchange and subjective career success. Data was collected using a questionnaire survey from art teachers at higher education institutions in Yunnan Province, China. The study examined 395 valid surveys to analyze the effect of perceived leader-member exchange on teachers' subjective career success. It also analyzed the role that affective organizational commitment played as a mediating factor. The results showed that higher perceived leader-member exchange significantly predicted teachers' subjective career success. Perceived leader-member exchange also significantly predicted affective organizational commitment. When affective organizational commitment and perceived leader-member exchange were entered simultaneously, the effect of affective commitment decreased, indicating that affective commitment played a partial mediating role. The empirical findings can be used to inform the development of the art teachers' workforce. The findings have practical implications for optimizing faculty management strategies. The study could also help universities improve teachers' subjective career success. This research provides both theoretical and practical value by clarifying affective organizational commitment as a key mechanism linking leader–teacher exchange quality and teachers’ subjective career success, suggesting that universities may enhance teachers’ subjective career success through relationship-oriented leadership practices. This study clarifies the relational and affective pathway through which leadership dynamics shape teachers’ success in their careers in a regional higher education context.
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Related topics: Job Satisfaction and Organizational Behavior · School Leadership and Teacher Performance · Employee Performance and Management
Thai researcher and institutional participation
Na Gong · Man Jiang · Dhurakij Pundit University
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