Institutional Support and Teaching Efficacy: Evidence From Private University Faculty in China

Abstract

This study examines the predictive roles of organizational support, leadership support, and colleague support in shaping teaching efficacy among lecturers at private universities in Qingdao, China. The research adopts a quantitative, cross-sectional design and utilizes a structured questionnaire to gather data from 334 full-time faculty members across five private universities. Descriptive analysis indicated that lecturers reported high levels of teaching efficacy (M = 3.75) and institutional support, with colleague support receiving the highest mean score (M = 4.04), followed by leadership (M = 3.87) and organizational support (M = 3.86). Pearson correlation, ANOVA, and multiple regression were employed to assess the relationships among the variables. The results indicate that all three forms of institutional support are significantly and positively associated with teaching efficacy, with organizational support showing the strongest correlation (r = .482, p < .01). Differences in perceived support and efficacy were observed across age and professional title, particularly in leadership and colleague support. Regression analysis revealed that organizational, leadership, and colleague support collectively explained 25.8% of the variance in teaching efficacy (R2 = .258), with organizational support emerging as the most influential predictor (β = .395, p < .001). These findings contribute to the growing literature on academic development in non-public higher education contexts and underscore the importance of supportive institutional environments. The study provides evidence-based recommendations for educational leaders and policymakers seeking to strengthen faculty performance through strategic investments in organizational culture, leadership practices, and peer collaboration.