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The effects of university research and teaching climate strength on faculty self-reported teaching performance

ABSTRACT In the university setting, faculty must engage in multiple job duties such as research and teaching. Devoting one’s time and effort to teaching or research is not only dependent on individual differences in teaching dedication, but also the university’s research and teaching climate strengths. Using organizational climate and person-situation interaction theories, we examined how interactions between university faculty teaching dedication and distinct university research and teaching climate strengths affect self-reported teaching performance. Multilevel analyses were conducted with 191 full-time College of Business faculty nested within 45 public universities. Results suggest that the interaction effect between teaching dedication and research climate strength on self-reported teaching performance supports the proposition that a weak organizational climate strengthens the relationship between teaching dedication and self-reported teaching performance. Specifically, the positive relationship between teaching dedication and self-reported teaching performance was amplified in a weak research climate compared to a strong research climate. Surprisingly, however, a strong teaching climate strengthened rather than attenuated the relationship between teaching dedication and self-reported teaching performance. Implications for how the results of this study might affect university recruitment and selection of faculty are discussed.