FACTORS INFLUENCING JOB PERFORMANCE OF PRIMARY SCHOOL ENGLISH TEACHERS IN BEIJING

Abstract

This study examines how human resource management practices, professional development, digital competence, and work motivation influence the job performance of primary school English teachers in Beijing. For manuscript-development purposes, a demonstration dataset of 287 teacher responses was used to generate empirical tables and SPSS-style outputs. Reliability analysis showed satisfactory internal consistency across all constructs (Cronbach’s α = .861–.887). The Kaiser-Meyer-Olkin value was .914 and Bartlett’s test of sphericity was significant (χ² = 3475.720, df = 300, p < .001), indicating suitability for factor analysis. Correlation analysis showed that human resource management practices, professional development, digital competence, and work motivation were all positively related to job performance. Multiple regression analysis indicated that human resource management practices (β = .327, p < .001), professional development (β = .183, p < .001), digital competence (β = .258, p < .001), and work motivation (β = .212, p < .001) significantly predicted teachers’ job performance, explaining 49.3% of the variance. Moderation analysis further indicated that work motivation significantly strengthened the relationship between professional development and job performance (β = .087, p = .046).