What affects organizational identification in universities? Examining the effects of psychological contract on organizational identification and commitment of teachers.

Abstract

Amid rapid social change and ongoing education reform, universities must overhaul their management practices and redesign how they teach in order to stay relevant. Recent shifts in Taiwan's higher-education system are already reshaping the entire academic landscape, rendering traditional administrative models obsolete. To meet these new demands, institutions are revamping both their administrative operations and instructional approaches. Because faculty are a university's most valuable asset, retaining top talent and strengthening institutional competitiveness hinges on cultivating strong psychological contracts and organizational identification. This study surveyed full-time university lecturers in Taiwan, distributing 360 questionnaires and retrieving 283 valid responses a 79 % return rate. Data were analyzed with SPSS and structural equation modeling, yielding three key findings: 1.When a university values teachers' opinions, shares core values with them, ensures they feel respected, and provides a comfortable workplace, faculty develop a deeper bond with the institution and offer stronger support in return. 2.Faculty engagement rises when the university's long-term goals align with teachers' personal career plans. 3.Enhancing organizational identification increases the degree to which teachers believe the institution supports and protects them. When faculty goals mesh with institutional objectives, they display greater organizational commitment, making day-to-day operations run more smoothly. Taken together, these results suggest that universities can simultaneously achieve their educational mission and attract, retain, and inspire outstanding educators by actively cultivating shared values, aligning goals, and nurturing a supportive environment.