The Impact of Organizational Support on University Foreign Language Teachers’ Intercultural Teaching Competency: The Mediating Role of Self-Efficacy
คำสำคัญ:
Organizational Support, Self-Efficacy, ITC, Foreign Language Teachersบทคัดย่อ
Based on Organizational Support Theory and Social Cognitive Theory, this study aimed to construct a mediating model of organizational support and self-efficacy on intercultural teaching competency (ITC). It explored the mechanism through which organizational support affects foreign language teachers' ITC and examined the mediating role of self-efficacy in this process. The study employed a questionnaire survey method, with 136 foreign language teachers from a private foreign language university in Guangxi as the research subjects, and utilized SmartPLS 4.0 to conduct PLS-SEM structural equation modeling analysis. The results of the study found that: 1) organizational support has a significant positive effect on ITC; 2) organizational support has a significant positive effect on self-efficacy; 3) self-efficacy has a significant positive effect on ITC; and 4) self-efficacy partially mediates the relationship between organizational support and ITC, accounting for 35.5% of the total effect. The findings suggest that strong organizational support not only directly promotes the development of teachers' ITC but also further enhances their teaching competency by boosting their self-efficacy. These findings imply that university administrators should strengthen organizational support (e.g., providing intercultural training resources, establishing collaborative research mechanisms, and improving incentive policies) and enhance teachers' self-efficacy to effectively promote foreign language teachers' intercultural teaching competency.
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