Factors Affecting Accounting Teachers’ Teamwork Effectiveness in Shaanxi Province: A Comparison of Models between Private and Public Universities
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Abstract
The objectives of this study were to: (1) examine the effect of task characteristics on teachers’ teamwork effectiveness; (2) analyze the influence of organizational context on teachers’ teamwork effectiveness; (3) investigate the impact of social support on teachers’ teamwork effectiveness; and (4) compare the structural relationship models between private and public universities. This quantitative research involved 500 accounting teachers selected through multi-stage random sampling from 10 private and 10 public universities in Shaanxi Province. Data were collected using IOC-validated instruments and five-point Likert-scale questionnaires, with a 100% valid response rate. Descriptive statistics, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) were applied to examine the effects of task characteristics, organizational context, and social support on teamwork effectiveness, and to compare structural models across institutional types. The results showed that: (1) task characteristics positively influenced accounting teachers’ teamwork effectiveness; (2) organizational context had a significant effect on teamwork effectiveness; (3) social support demonstrated the most substantial positive impact; and (4) the structural models for private and public universities showed no significant differences regarding task characteristics and social support, but a notable difference was observed in organizational context. Overall, the model structures were consistent across both university types.
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