A Causal Model of Job Performance of College Teachers' Stress

Abstract

University teachers play a crucial role in the development of higher education in China, serving as a reserve force necessary for promoting discipline construction and an important link in promoting sustainable development of schools. However, the pressure of real life has brought them many challenges and confusion, and has become an important obstacle to the healthy growth of this group. In recent years, researchers have begun to pay attention to the stress experienced by this special group of university teachers, and have found that the current state of stress perception among this group is not optimistic, which directly leads to serious consequences such as low mood, depression, anxiety, and reduced efficiency among teachers. At the same time, teacher job performance is not only related to teacher stress, but also directly related to teacher personal competence and teacher dedication. This article constructs a research model for the work performance of university teachers, using work stressors, teacher competence, and teacher engagement as independent variables, job satisfaction as an intermediate variable, and teacher work performance as the outcome variable. The model is applied to the study of the current situation, structure, and influencing mechanism of work stress among university teachers.  This article combines various theories such as work pressure theory and performance evaluation theory, and comprehensively uses research methods such as questionnaire survey, literature research, and structural equation modeling. Following the research idea of "mechanism analysis feature analysis evaluation indicators evaluation model empirical analysis", a performance evaluation system for university teachers is established, providing a scientific evaluation model and technical tools for strengthening teacher performance management in universities, and providing rational suggestions for improving key performance of university teachers.