The Influence of Organizational Identity and Improvisational Behavior on Employees’ Work Competence in The Art Education Industry

Abstract

Chinese arts education faces challenges such as low market concentration, small institutions and an unstable supply of teachers. However, competent teachers are the key for to sustainable development. Therefore, sustainable development of art education faculty is essential to improve the growth of the industry and the quality of teaching. In this study, a total of 507 completed and valid questionnaires from the 10 provinces with the largest number of practitioners in the Chinese arts education industry were collected using quantitative methods and analyzed using structural equation modeling. In addition, 8 heads of educational institutions were randomly selected for qualitative interviews. The results indicate that teachers’ organizational identity directly affects their work performance directly and indirectly through teachers’ improvisational behavior, with the direct influence being greater than the indirect influence. This finding indicates that teachers’ value integration, professional development, and emotional affiliation play an important role in improving teachers’ improvisational behavior and work performance. These research findings not only support the theoretical foundations, but also provide valuable insights for arts education institutions on how to strengthen employees’ organizational identity to improve their improvisational behavior and work performance.