Work Concerns and Teacher Effectiveness in China: The Moderating Role of Cultural Norms
Abstract
This study examines the moderating role of school cultural norms between work concerns and teacher effectiveness among young teachers in private universities in Shandong Province, China. A quantitative research design was employed, utilizing a survey method with 380 respondents. Work concerns were categorized into self-concern, task-concern, and impact-concern, while teacher effectiveness was assessed through instructional planning and strategies, assessment, and learning environment. Moderated Regression Analysis (MRA) was conducted to determine the direct effects of work concerns and the moderating role of school cultural norms. Findings reveal that work concerns (β=0.607, p<0.001) and cultural norms (β=0.075, p<0.001) significantly enhance teacher effectiveness, explaining 65.1% of the variance (R²=0.651). However, the interaction effect is negative (β=-0.197, p<0.001), suggesting that school cultural norms moderate the positive influence of work concerns. These results highlight the importance of considering cultural moderation when designing strategies to enhance teacher effectiveness. The study contributes to understanding the mechanisms affecting teacher performance and provides practical implications for improving teaching quality in private universities.
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