European Journal of Education Studies
ISSN: 2501 - 1111 (on-line)
ISSN-L: 2501 - 1111 (print)
Available on-line at: www.oapub.org/edu
10.5281/zenodo.55231
Volume 1│Issue 3│2016
UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL
CONTRACT IN UNIVERSITY-SCHOOL PARTNERSHIPS IN CHINA
Yazidu Saidi Mbalamula
School of Educational Management and Policy Studies,
University of Dodoma, Tanzania
Abstract:
This study pursued to examine the motives and content of psychological contract
among teacher educators participating in university-school partnerships. This case
study adopted a mixed methodology. The data were collected from 61 respondents
through questionnaires and interviews. While the quantitative data were analyzed by
SPSS, the qualitative data were analyzed by content interpretation. The findings
revealed that teacher educators psychological contracts were mostly instigated by the
need to improve theory and practice about teaching process. Also, teacher-educators
perceived more fulfillments on socio-emotional aspect than transactional one indicating
conducive social than economic environment in the partnership. The study
recommends more collective longitudinal studies involving all key agents in order to
provide full comprehension of psychological contract in university-school partnership
contexts.
Keywords: psychological contract, transactional and relational contract, universityschool partnership
Concept of Psychological Contract
The concept of psychological contract has been variously defined to refer the reciprocal
perceptions of economic and social obligations between and across individuals in
organizations (Aichinger & Barnes, 2010; Cable, 2008; Guest, 1998; Shore & Tetrick,
1994). The basis for existence of psychological contract among in all kind organizations
is virtually spontaneous (Robinson & Kraatz, 1994). The psychological contract exists in
duality, the transactional contract- derives from economic factors such as time, payment,
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Yazidu Saidi Mbalamula –
UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL
PARTNERSHIPS IN CHINA
workload; and relational contract based on socio-emotional and non-monetized factors
including respect, trust, commitment, fairness (Shore & Tetrick, 1994).
The dual forms of psychological contract may further manifest in triplicate states
namely the
fulfilled psychological contract- a positive emotional experience that
individual builds when the promises in the organization have been implemented,
breached psychological contract- subjective experience when an individual perceives
another party has failed to fulfill adequately the promised obligations, and violated
psychological contract- negative emotional experience produced by individual when the
perceived promissory obligations have not been met (Zhang & Huang, 2009; CoyleShapiro, 2002).
The triplicate states of psychological contracts have differing effect on
individuals behaviors. While psychological contract fulfillment positively affects the
behaviors of the individuals, (Jong, Schalk & Cuyper, 2009; Turnley et al, 2003); both
breached and violated psychological contract negatively affect the behavior of
individuals associated with withdrawal or engagement in anti-role behaviors such as
negativism, theft, harassment, sabotage and vandalism in the organization (Zhang &
Huang, 2009). Hence, psychological contract is ubiquitous in all workplace
environments as all are imminently characterized by the dynamic changes and
uncertainty of both economic and social factors (Krivokapic-Skoko & O Neill,
; Vos,
Buyens & Schalk, 2003; Robinson & Kraatz, 1994).
Concomitant to increasing interest among researchers to investigate on the
causes, content and outcome of psychological contract (Ding, 2012; Shore & Tetrick,
1994), there has been a proliferation of studies on psychological contract in the world;
however, many of them are skewed to the western contexts by and large in business
field (Vos, Buyens & Schalk, 2003; Guest, 1998; Shore & Tetrick, 1994). Consequently, a
handful of studies highlight a need for more studies on psychological contract in other
contexts apart from business field and western contexts for theoretical universalization
purposes (Ding, 2012; Jong, Schalk & Cuyper, 2009; Guest, 1998; Shore & Tetrick, 1994).
Typically, a study of Seeck and Parzefall (2008) deprecate the diminutive
knowledge that exists on the causes of psychological contract. In the same vein, Jong,
Schalk & Cuyper (2009.pp
have argued that an important route for future research
concerns the performance implications of psychological contract promises and fulfillment as well
as investigation of these ideas in other cultural contexts including China, to search for a
universal theory of psychological contracts .
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UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL
PARTNERSHIPS IN CHINA
Psychological Contract in Educational Partnerships
The partnerships between universities and schools are regarded to be efficient which
provide curricular spaces for teachers professional development, and also regarded the
focal concern in the implementation of new basic curriculum reforms (Hong, 2010; Xu,
2009; Chi-shing, 2006; MoEC, 2001). In the same vein, the partnerships involve
individuals from universities and schools creating social fabric system of its kind with
people of diverse personalities and hence not immune to conflict of interests and
personal agenda attributing to economic and social factors (Hoy & Miskel, 2005).
Also, the existent structural and functional differences among teachers from the
university (university based teachers) and those from the school pose a challenge to
accommodate motives and balance the benefits of the partnership (Kruger et al, 2009;
Thorkildsen & Stein, 1994). While teachers from universities are said to be more
oriented to theory, the school teachers are more practice oriented (Thorkildsen & Stein,
1994). Such situation either at individual level or organizational level potentially can
influence development of psychological contract which may either be beneficial or
detrimental on teacher educators behavior in the partnership process, or hence affect
the efficacy of the latter (Guest, 1998; Shore & Tetrick, 1994).
Evidently, there is a need to understand the perceptions of educators on the
mutual and reciprocal obligations in the partnership processes in order to resolve
tensions among educators (Shen, 2010). Therefore, the need to employ psychological
contract perspective framework to understand individual perceptions on economic and
social settings as moderated by their motives is imperative (Vos, Buyens & Schalk, 2003;
Guest, 1998).
The adoption of psychological contract perspective is essential to shed light on
teacher educators experiences which define content of their psychological contracts
(Rossner & Cummins, 2012; Coyle-Shapiro, 2002; Ravid & Handler, 2001). Evidently,
there are rampant claims in China over some of the schools and school teachers often
being reluctant to engage in partnerships with university faculties for various reasons
(Xu, 2009).The latter present a dearth of knowledge to what entails the behavior and a
basis for the need to conduct a research to understanding the interplay of factors and
resultant impact on the teachers behavior, and psychological contract in particular.
Conceptual framework
The Psychological Contract Models (Ding, 2012; Guest, 1998; Shore & Tetrick, 1994)
assume there are inevitably inherent motives which linearly lead to the developed
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UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL
PARTNERSHIPS IN CHINA
content of psychological contract of individuals in work places as result of economic or
socially structured factors, which form a basis for their consequent behavior.
According to Guest (1998), the consequent performance behavior of individuals
is a product of developed psychological contract as a function of the causative motives
(i.e. organizational climate, human resource policy and practice, experience,
expectations and motives, and alternatives), and the conceived content (fairness, support,
trust and delivery of deal). In the same vein, the psychological contracts involve generic
human cognition and social processes; hence, psychological contract model ensue the
ecological perspective which accounts the context- university-school partnerships- from
which teachers develop their psychological and whose effect can be understood
through resultant content behavior manifested (De Vos, Buyens & Schalk, 2003; Shore &
Tetrick, 1994).
Purpose of the Study
Many studies on teachers psychological contract in China have focused on school
teachers and only handful focused on teachers from colleges and universities. The study
pursued to examine motives and content of psychological contract among teacher
educators in partnership projects in China. Hence, this study was guided by two major
research questions:
(i)
What factors influence engagement of the teacher-educators into universityschool partnerships? and
(ii)
How teacher-educators perceive economic and social contexts of the universityschool partnerships?
Study Context
The population of the study included teacher-educators from schools from one Normali
University participated in university-school partnership project. The sample included
61 teacher educators involved in university school partnership project.
i
Translated from Chinese word Shifan meaning Teacher model, literally University For Teacher Training Xudong &
(Xue, 2006)
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UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL
PARTNERSHIPS IN CHINA
Research Methodology
The study employed case study integrating mixed approach to collect and analyze both
numerical data and verbatim responses, and hence to overcome the trade-offs of each
approach (Christensen, 2012; Flyvbjerg, 2006; Wiersma & Jurs, 2004; Tellis, 1997).
The self-administered and 5-point rating scales questionnaires were distributed
to the 61 respondents. The perceptions in the analysis of the first question were assessed
by assigning numerical value to each rating Strongly “gree = ; “gree = ; Disagree
=
; and Strongly Disagree =
”ordens & Abbot, 2008)., then the means were
calculated for each item were finally divided into high
.
and low
. to
to .
, moderate
to achieve the agreement ratings.
Similarly, in the analysis of the second question the responses for
“gree=
and “gree=
Strongly
were reduced to category Fulfillment within mean score range
of 1.00-2.99, responses for Disagree=
Violated contract
. to
and Strongly Disagree=
were reduced to form
with mean score range of 4.00 to 5.00; however for
Neutral
responses remained and represented ”reached Contract with mean score of 3.00-3.99.
Both of the latter transformations were essential to accommodate rating of factors and
specific states of psychological contract (Lyonga, 2015).The profile information of
respondents included gender, qualification, specialization, work experience, and
whether respondents have participated in partnerships before.
The reliability of questionnaire items was determined by Cronbach s alpha at .
.
The data collected through questionnaire were analyzed quantitatively by Statistical
Package for Social Sciences (SPSS Version 17) to compute means and standard deviations,
frequencies and percentages, and correlations. Also, the content analysis approach was
used to analyze qualitative data.
Profile of Respondents
Table 1 presents a synopsis of demographic characteristics of the respondents. A total of
61 teacher-educators participating in university-school partnership project were
involved in the study; 13% of the respondents were male and 86.9% were female; Also,
27% had doctorate degree and 72.1% had master degree; In terms of subject specialty,
18.1% specialized in Mandarinii, 11.8% in English, 8.6% in Sciences, 11.4% in
Mathematics, and 50% in Curriculum and Pedagogy; 77.1% of the respondents had 10
years work experience, 18.1% had 20 years working experience, and only 4.9% had
ii
Standard Chinese Lingua Franca
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UNDERSTANDING TEACHER-EDUCATORS’ PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL
PARTNERSHIPS IN CHINA
more than
USP s,
years work experience. While
% of the respondents had participated in
% had not participated in partnerships before.
Table1: Profile of Study Population
Characteristics of the Respondents
Number (n)
Percentages (%)
Male
13
13.1%
Female
48
86.9%
Doctorate Degree
17
27.9%
Masters Degree
44
72.1%
Mandarin
11
18.1%
English
7
11.8%
Sciences (Chemistry, Biology and Physics)
5
8.6%
Mathematics
7
11.4%
Curriculum and Pedagogy
31
50.1%
1-10 years
47
77.1%
11-20 years
11
18.1%
Above 20 years
3
4.9%
Participated Before
35
57.4
Not Participated
26
42.6
Gender (n=61)
Education Qualification (n=61)
Subject Specialty (n=61)
Work Experience (n=61)
Partnership Experience (n=61)
Findings and Analysis
General findings on teacher-educators perceptions of factors which influenced their
engagement in USP s are presented in Table
below. The mean M) and standard
deviations (SD) were also computed and agreement ratings presented in Table 3 below.
Table 2: Factors Influencing Teacher Educators Engagement in USP s
Factor Items
SA
A
N
D
SD
Compliance to the superior
18%
11%
11.5%
29.8%
29.6%
Extra payment
11.5%
26.2%
41%
19.7%
1.6%
Credit in the teaching course requirements
14.4%
15.6%
21.3%
22.1%
26.6%
Extending profession network
26.2%
45.9%
23%
4.9%
0%
For promotional opportunities
13.1%
24.6%
31.1%
27.9%
3.3%
For enriching research experience
47.5%
45.9%
1.6%
4.9%
0%
Improve theory and Practice for teaching
59.7%
36.1%
2.6%
1.6%
0%
Career development
45.9%
41%
11.5%
1.6%
0%
To share teaching experiences
44.3%
26.2%
27.9%
1.6%
0%
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PARTNERSHIPS IN CHINA
The findings from Table 1 above show majority of teacher-educators agreed by 29% (n=
18) that compliance to superiors influenced their engagement in the partnership; 37%
(n=22) were motivated for extra payment; 30% (n=18) of the teacher-educators engaged in
partnership project to acquire credits; 72.1% (n=44) teacher-educators agreed that they
participated in the partnership project for extending their professional network; 37.7%
(n=23) teacher-educators agreed to have motivated for promotional opportunities. Apart
from that, 93.4% (n=57) of teacher-educators agreed that they anticipated to enrich their
research experiences. 95% (n=58) of teacher-educators anticipated that partnership will
improve theory and practice for teaching process; about 86.9% (n=53) of teacher-educators
were motivated to participate in partnership project for career development. Lastly, 70.5%
(n=43) of teacher-educators agreed that their participation was for sharing teaching
experiences.
Table 3: Teacher-educators “greement Ratings on Factors for Engagement in USP s
Factor Items
M
SD
Agreement Rating
Compliance to the superior
4.18
.90
Low
Extra payment
4.74
.96
Low
Credit in the teaching course requirements
4.95
.82
Low
Extending profession network
1.07
.83
High
For promotional opportunities
4.44
.08
Low
For enriching research experience
1.64
.75
High
Improve theory and Practice for teaching
1.54
.70
High
Career development
1.69
.74
High
To share teaching experiences
1.87
.88
High
Table 3 shows statements and respective ratings teacher-educators general perceptions
of factors influencing their engagement into USP s. While the need to improve theory and
practice for teaching show the highest mean and hence this indicates teacher-educators
highest rating on the item, extra payment factor showed the lowest, indicating lowest
rating among teacher-educators. Also, moderate influence was rated in two factors,
compliance to superiors and extension of professional network. Moreover, for other
items including crediting the teaching course requirements, for promotional
opportunities, for enriching research experience, Career development, and sharing of
teaching experiences, were rated high, indicating they had also highly influenced
teacher-educators to engage in USP s
To determine teacher-educators psychological content developed during
partnership process, six factors three of each representing the Transactional and
Relational contract were considered, including time, Payment, Workload, Member
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PARTNERSHIPS IN CHINA
recognition, parent institutional support, and partner institutional support as presented
in Table 4 below.
Table 4: Content of Faculty Members Psychological Contract
Psychological Contract Content
Fulfillment
Time well defined to fit roles in the project and own
Breach
Violation
64.2
29.5
6.3
60.1
24.6
15.3
56.9
29.5
13.6
Average
60.4
27.9
11.7
Other members recognize and value my contribution
61.7
21.3
17
I received adequate support from my institution
79.4
12
6.6
I received adequate support from partner institution
63.3
32.8
3.9
Average
68.1
22
9.2
institution
Payment well defined and clearly linked to extended duties
and roles
Workload well regulated in partnership to suit my
institutional roles
Table 4 shows that on aspect of time factor (as duration related to complexity or
requirements of the tasks) teacher-educators agreed the contract was fulfilled by 64.2%
(n=39), breached by 29.5% (n=18) and violated by 6.3% (n=4); on payment (financial
compensation or remuneration) showed that teacher-educators agreed that contract was
fulfilled by 60.1% (n=36), breached by 24.6% (n=15), and violated by 15.3% (n=9); On the
aspect of workload (amount of tasks that an individual is accountable to), teachereducators agreed that the contract was fulfilled by 56.9% (n=34), breached 29.5% (n=18),
and violated by 13.6% (n=8); On the aspect of value and recognition from others,
teacher-educators agreed that other members fulfilled the contract by 61.7 % (n=37),
breached by 21.3% (n=13), and violated by 17% (n=10); teacher-educators agreed parent
institution had fulfilled the support contract by 79.4% (n=48), breached by 12% (n=7),
and violated by 6.6% (n=4). On the aspect of support provided by partner institution,
teacher-educators agreed that partner institution had fulfilled the contract by 63.3%
(n=38), breached by 32.8% (n=20), and violated by 3.9% (n=2) with total mean score of
2.21 (.84).
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PARTNERSHIPS IN CHINA
Figure 1: Type and State of Teacher-Educators Psychological Contract
Figure 1 above show teacher-educators perceived both transactional and relation
contract were fulfilled, however the relational contract factors showed more fulfillment
(68.1%, n=42) than transactional factors (60.4%, n=37). While, the highest fulfillment for
relational factors emanated from support of parent institutional support (79.4%, n=48),
for transactional factors the highest fulfillment was from time factor (64.2%, n=39). Also,
for both breach and violation of the contract factors, teacher-educators perceived that
higher breach and violation was on transactional factors (27.9%, n=17; 11.7%, n=7) than
relational ones (22%, n=13; 9.2%, n=6) respectively.
Discussion
The discussion of the factors influencing teacher educators engagement in universityschool partnerships will focus on the factors which were rated High by the teachereducators. On the other hand,
The need to improve of the theory and practice for teaching has significant
influence for motivating teacher-educators to engage in university school partnerships.
The contention has been well explored by this study whereby the factor was rated the
highest by majority of the respondents. Also the coverage of the interviews captured
indicates that despite that aim of the aim of partnership project was several folds, but it
provided chance to teacher educators observe students in their teaching practice in the
real teaching contexts and hence reflect of their theories to improve their teaching skills.
Evidently, the partnerships are regarded useful platforms for them to develop more
understanding about theory and practice recently as China directs its efforts to change
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PARTNERSHIPS IN CHINA
teacher centered approach to learner centered approach of teaching and learning
(MoEC, 2001). In the same vein, a study by Cornellissen et al (2011) revealed that
university-school partnerships amongst others provide a space for teacher educators to
integrate theory based knowledge and practice.
Also, other factors such as enrichment of research skills remain imperative for
educators as key agents in educational reforms. University-school partnerships provide
convenient and conducive environment for teacher educators to conduct research on
various aspects of teaching and learning processes. Evidently, majority of respondents
were junior professional and hence the project enabled them to collect data and other
information for research and theory study. A study Cornellissen et al (2011) asserts that
educators conceive partnerships as convenient infrastructures to develop their research
skills alongside their teaching roles.
As professional, teacher educators need to search for growth path to improve in
their teaching career. Evidently, not only majority of the respondents had few years of
working experience but also many had not participated in partnerships before.
Arguably, the partnership project was critical opportunity for them to improve their
teaching skills and accumulate teaching experiences. It is well established that
educators in China are daunted by the invasion of education curriculum reform and
have used partnership projects to generate and improve their teaching practice (ChiShing, 2006). Also, a study by Kruger et al (2009) revealed that engagement in
university school-partnerships positively predict teacher-educators self-efficacy for
teaching better.
Moreover, sharing of knowledge among educators stand to be a core of
university-school partnerships due to imminent structural and functional difference
between schools and universities (Turner, 2008, Thorkildsen & Stein, 1994). While
teacher-educators from universities are more oriented to theory, the school teachers are
more practical oriented (Kruger et al, 2009; Thorkildsen & Stein, 1994). The gap sets
forth a dearth of theory and practical knowledge and experience for both school
teachers and educators respectively. University-school partnerships in such context
become efficient approaches to provide teacher-educators first-hand realities of
teaching practice with school-teachers) and enable them to comprehend various
shortcomings of theory in teaching and learning process at school contexts. The sharing
process may also involve teacher-educators and school teachers in dialogue about how
to teach and about how to design a lesson and attend classroom sessions. Consistent
with many studies is that knowledge and change to improve both schools and higher
education institutions require collaboration between teacher-educators and school
teachers to address concerns over the quality of the education by developing and
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sharing their experiences within and beyond their institutions (Trent, 2012; Cornellissen
et al, 2011; Kruger et al, 2009; Mosha, 2004).
The more fulfillment for relational than transactional contract indicates teachereducators experienced more conducive socio-emotional than monetized atmosphere in
the partnership process. Evidently, the spearman correlations had shown strong
relationship with the relational contracts (p=.000; rs=.798); however, the relationship
between the influencing factors and the economic context of the partnership was
insignificant (p=.157; rs=.260). This indicates that relational factors are more
instrumental enable teacher-educators to realize their motives in the partnership
compared to the transactional factors (Mbalamula, 2013).
Parent institution plays critical part in ensuring relational contract fulfillment of
the individuals in the partnership process. Evidently, in this study, relational contract
fulfillment was by and large due to institutional support to teacher-educator. Analysis
of the study indicates that the institutional management through meetings facilitated
prepared teacher-educators for the middle school activities, but also leaders while in
the field not to check but to see how they were progressing was perceived not as a control
but friendly encounter to share ideas with their leaders. Studies show that strong
collaborative management culture is critical and important resource in partnerships to
influence commitment of educators to the project which is important to make the
partnership successful and effective (Kruger et al, 2009; Ainscow et al (2006).
Conclusion
The multiple factors define the range of motives for teacher-educators to engage in
university-school partnerships. The realizations of these factors are reflected in the state
of psychological contract developed which consequently affect their behavior in the
partnership process. Arguably, relational contract fulfillment is by and large
instrumental to influence positive
incumbents
behavior in university-school
partnerships. However, the contention does not underestimate the significance of
transactional factors as other studies have shown psychological contract among
university based teachers to be more transactional than relational in nature indicating
both economic and relational factors are equally important to the well-rounded teacher
professional growth. The study recommends for more longitudinal studies which
involve all key stakeholders of university-school partnerships to have more concrete
and comprehensive understanding psychological contract development and effect
partnership process.
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Acknowledgement
The author would like to pass his gratitude to Professor LV Lijie and Professor Zhu
Hong who were supervisors at Northeast Normal University in China, for their
incredible contribution of academic support and assistance in conducting his master
degree research project from which the part of data were used to prepare this paper.
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