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The Confirmatory Factor Analysis of Secondary School Teachers’ Contextual Performance Structure in Mainland China
School of Public Administration, South China Normal University, Guangzhou, China
School of Public Administration, South China Normal University, Guangzhou, China
Shunde Li Zhaoji Middle School, Foshan, China
- 1 School of Public Administration, South China Normal University, Guangzhou, China
- 2 School of Public Administration, South China Normal University, Guangzhou, China
- 3 Shunde Li Zhaoji Middle School, Foshan, China
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Abstract
The contextual performance has drawn much attention from some growing study bodies, and western researchers have proposed the dimensions of it. However, few empirical researches have been conducted on this topic in mainland China. This study explored the structure and developed the scale of Chinese secondary school teachers’ contextual performance. The results indicate that the scale contains four dimensions in Chinese context, which are Occupational Morality, Self-development, Harmonious Cooperation, and Organizational Identification. The study shows that the four dimensions in Chinese context are different from those of western researches.
KeywordsContextual PerformanceOccupational MoralitySelf-DevelopmentHarmonious CooperationOrganizational Identification
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