THE INFLUENCE OF PERCEIVED ORGANIZATIONAL SUPPORT ON TEACHING EFFICACY OF LECTURERS IN CHINESE UNIVERSITIES: A LITERATURE REVIEW

Abstract

As China’s higher education enters the stage of popularization, the demand for higher-quality talent training is increasing. Teaching efficacy, a key measure of education quality, is essential for lecturers to maximize their teaching potential. Enhancing university lecturers' teaching efficacy is critical to ensuring educational quality.This study explores the mechanisms influencing teaching efficacy among university lecturers in China, drawing on Perceived Organizational Support and Self-Efficacy theories. Through a comprehensive literature review and theoretical analysis, perceived organizational support is categorized into three key external factors: organization support, leadership support, and colleague support. The findings reveal that high-quality organizational support significantly enhances lecturers' teaching efficacy while positively impacting their job satisfaction, organizational commitment, and mental well-being. The study underscores the need for educational administrators to optimize policies, provide emotional support, and allocate resources effectively to strengthen teaching efficacy. This research offers theoretical insights and practical guidance for improving faculty management and education quality in higher education institutions.