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The impact of perceived organisational support on organisational commitment of vocational college teachers - the mediating effect of career-related continuous learning

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  • Zhengnan Qi
  • Fang Han

Abstract

This study uses a sample of 220 questionnaires from vocational college teachers in China. It introduces dimensions of career-related continuous learning, including advantage analysis, disadvantage analysis, and focusing on scientific research, as mediating variables to construct a research model, and explores the impact of perceived organisational support on organisational commitment from the perspective of teacher perception. The findings are as follows: perceived organisational support has a significant positive effect on organisational commitment and each dimension of career-related continuous learning. The advantage analysis of career-related continuous learning has a significant positive effect on organisational commitment and acts as a mediator in the relationship between perceived organisational support and organisational commitment. The conclusions of this study provide important managerial implications for higher vocational colleges on how to promote teachers' career-related continuous learning and enhance organisational commitment through organisational support.

Suggested Citation

  • Zhengnan Qi & Fang Han, 2025. "The impact of perceived organisational support on organisational commitment of vocational college teachers - the mediating effect of career-related continuous learning," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 37(1), pages 38-59.
    • Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:38-59
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