Influence of Interpersonal Relationships and Organizational Commitment on Work Performance: An Analysis of Post-1990s Educators in Private Higher Education Institutions

Starting from social identity theory, this article explores the importance of interpersonal relationships to the work performance of teachers in private colleges and universities born in the 1990s, and examines the relationship among interpersonal relationship, organizational commitment and work performance. After conducting a questionnaire survey and analysis of 951 teachers from 19 private Colleges and Universities, the results show that aspects of interpersonal relationships, specifically caring for others and self-image, exert a significant positive impact on organizational commitment and work performance; and these factors can enhance the work performance of post-1990s teachers in these institutions through the partial mediating role of organizational commitment. Research shows that the interpersonal relationships established and maintained from public goals or private goals can promote the organizational commitment and work performance of post-1990s teachers in private colleges and universities. Higher level of interpersonal relationship can improve teachers’ identification and sense of belonging to the organization, and then improve their work performance.