Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include elements of contextual performance. In N. Schmitt & W. C. Borman (Eds.), Personnel selection in organizations (pp. 71-98). Jossey-Bass.
Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance: The meaning for personnel selection research. Human Performance, 10(2), 99-109. https://doi.org/10.1207/s15327043hup1002_3
Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., et al. (2019). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146–158. https://doi.org/10.1037/str0000
Chen, K., & Xin, P. (2023). A framework for foreign language teachers' digital competence. Education and Teaching Research, 37(8), 34-44.
Ding, Z. T. (2013). Research on the dynamic mechanism of performance improvement for university teachers. Suzhou University Press.
Eisenberger, R., Fasolo, P., & Davis-LaMastro, V. (1990). Perceived organizational support and employee diligence, commitment, and innovation. Journal of Applied Psychology, 75(1), 51–59. https://doi.org/10.1037/0021-9010.75.1.51
Eisenberger, R., Huntington, R., Hutchison, S., et al. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500–507. https://doi.org/10.1037/0021-9010.71.3.500
Haque, A. (2020). Strategic HRM and organisational performance: does turnover intention matter? International Journal of Organizational Analysis, 29(3), 656–681. https://doi.org/10.1108/ijoa-09-2019-1877
Hu, Y. C., & Ge, H. (2022). Research on the construction of competence evaluation system for university teachers under the background of fostering virtue through education. Old Area Construction, (3), 58-64.
Ismayilova, K., & Klassen, R. M. (2019). Research and teaching self-efficacy of university faculty: Relations with job satisfaction. International Journal of Educational Research, 98, 55–66. https://doi.org/10.1016/j.ijer.2019.08.012
Jia, J. F., Sun, X. B., & Zhu, Z. (2017). Competencies and performance of teachers in research universities. Science Press.
Judd, C. M., & Kenny, D. A. (2010). Data analysis in social psychology: Recent and recurring issues (pp. 53). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470561119.socpsy001004
KARAALİOĞLU, Z. F., & KARABULUT, A. T. (2019). THE MEDIATING ROLE OF JOB SATISFACTION ON THE RELATIONSHIP BETWEEN PERCEIVED ORGANIZATIONAL SUPPORT AND JOB PERFORMANCE. Business & Management Studies: An International Journal, 7(2), 1022–1041. https://doi.o
Kumar, M., Jauhari, H., Rastogi, A., et al. (2018). Managerial support for development and turnover intention. Journal of Organizational Change Management, 31(1), 135–153. https://doi.org/10.1108/jocm-06-2017-0232
Li, Y. Y., & Wang, J. F. (2025). Analysis of research status on teachers' digital competence based on CiteSpace. Journal of Yellow River Conservancy Technical College, 37(2), 79-87. https://doi:10.13681/j.cnki.cn41-1282/tv.2025.02.014.
Liang, T. (2012). A study on the relationship among college counselors' competence, self-efficacy, and job performance (Unpublished doctoral dissertation). Wuhan University.
Ling, W. Q., Yang, H. J., & Fang, L. L. (2006). Perceived organizational support of enterprise employees. Acta Psychologica Sinica, 38(2), 281-287.
Liu, S., & Hsuan-Po, W. (2024). How to Improve the Job Performance of Teachers in Private Universities? Educational Administration: Theory and Practice. https://doi.org/10.53555/kuey.v30i5.3657
Liu, S., & Wang, X. Q. (2023). Construction of competence model and questionnaire development for university teachers. Journal of Ningbo University (Educational Science Edition), 45(5), 75-83. https://doi:10.20102/j.cnki.1008-0627.2023.0026.
Liu, Z. H., Li, Y. P., & Mao, T. P. (2015). High-commitment human resource practices and employee performance: The mediating role of perceived organizational support. Soft Science, 29(10), 96-99+104.
Lü, X. Y. (2024). Construction and application of a digital teaching competence model for international Chinese teachers in universities. Journal of Yunnan Normal University (Teaching and Research on Chinese as a Foreign Language Edition), 22(3), 82-92.
McClelland, D. C. (1973). Testing for competence rather than for “intelligence.” American Psychologist, 28(1), 1–14. https://doi.org/10.1037/h0034092
Muliadi, M., & Idris, M. (2022). The influence of training education and educator competence on educator performance through organizational support as mediation variables at the South Sulawesi Police School. Economics and Business Journal (ECBIS), 1(1), 2
Qiu, Y., & Yang, X. H. (2015). A study on the influence of paternalistic leadership on the work behavior of university teachers: Based on the differential perspective of task performance and organizational citizenship behavior. Fudan Education Forum, 13(6
Rahmatullah, M. (2016). The relationship between learning effectiveness, teacher competence, and teachers' performance in Madrasah Tsanawiyah at Serang, Banten, Indonesia. Higher Education Studies, 6(1), 169-181. https://doi.org/10.5539/hes.v6n1p169
Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825–836. https://doi.org/10.1037/0021-9010.86.5.825
Sheng, C. W., Tian, Y. F., & Chen, M. C. (2010). Relationships among teamwork behavior, trust, perceived team support, and team commitment. Social Behavior & Personality: An International Journal, 38(10), 1297-1305. https://doi.org/10.2224/sbp.2010.38.10.
Shields, J., Rooney, J., Brown, M., & Kaine, S. (2020). Managing employee performance and reward: Systems, practices and prospects (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108684675
Song, X. H. (2024). Construction and verification of digital competence model for teachers in private universities: A mixed-methods study based on grounded theory. Journal of Higher Continuing Education, 37(4), 57-65.
Staškeviča, A. (2019). The Importance of Competency Model Development. Acta Oeconomica Pragensia, 27(2), 62–71. https://doi.org/10.18267/j.aop.622
Stöber, J. (2001). The Social Desirability Scale-17 (SDS-17). European Journal of Psychological Assessment, 17(3), 222–232. https://doi.org/10.1027//1015-5759.17.3.222
Su, N. (2020). Research on the supervisor competence model based on postgraduate expectations. Jiangsu Higher Education, (7), 85-90.
Susita, D., Sofwan, M., Sudiarditha, I. K. R., Handaru, A. W., & Gustiawan, D. (2021). Investigating the influence of motivation and organizational support on employee performance with employee engagement as a mediator. PalArch's Journal of Archaeology of
Wang, H., & Deng, Y. (2023). Construction of professional competence model for young university teachers in the new era. Contemporary Education Forum, (1), 45-53. http://doi:10.13694/j.cnki.ddjylt.20221202.001.
Warisno, A., & Hidayah, N. (2022). Investigating principals' leadership to develop teachers' professionalism at Madrasah. AL-TANZIM: Journal Manajemen Pendidikan Islam, 6(1), 603-616. http://doi.org/10.33650/al-tanzim.v6i2.3570
Wu, L. X., Zhai, F., & Wu, C. X. (2023). Research on the construction of digital competence framework and development path for university teachers. China Adult Education, (22), 60-64.
Xue, Q., & Hu, M. J. (2010). Construction of human resource management system for university teachers based on competence model. Continuing Education Research, (10), 139-141.
Yan, Y., & Yuan-Cheng, C. (2023). A study on the relationship between teacher competency and job performance under human resource management in higher education. Educational Research and Reviews, 18(8), 203–217. https://doi.org/10.5897/err2023.4337
Yang, B. J., & Guo, Y. J. (2018). Research on the construction of competence model for university teachers. China Higher Education Evaluation, (2), 19-24.
Yang, Z., & Sheikh Khairuddin, S. M. H. (2022). The pressing needs of human resource management renovation of higher vocational schools in China: From the perspective of teacher competence. ICCCM Journal of Social Sciences and Humanities, 1(3), 19-29. htt
Ye, X. H., & He, H. X. (2024). Construction and application of the curriculum ideology and politics competence model for university teachers. China Higher Education Research, (5), 45-51.
Zhang, Q. S. (2022). The connotation, logical framework, and development path of teaching competence for middle school teachers. Education Theory and Practice, 42(8), 22-26.
Zhao, Y. M., Zhang, Z. T., Liu, N., et al. (2016). A review of the new development of self-determination theory. Chinese Journal of Management, 13(7), 1095-1104.
