Abstract

Intellectual resources being the first production factor is the key feature of the era of knowledge economy. Innovative knowledge and the ability and efficiency of applying it will be essential factors influencing a country's comprehensive strength and international competitiveness. China now is going through the economic and social transformation period, and the training of innovating talents is an important step to build a well-off society in an allround way, achieve the China Dream and lay solid foundation. Universities are the core base in China for developing high-level, diversified and specialized talents. Teaching is the main work in universities, and teaching quality is the foundation of universities, the lifeline of the existence and development of universities and the essence of teachers. To improve the teaching level and guarantee the teaching quality, the evaluation and assessment of teachers' work are particularly important. Teaching, scientific research and social service are the main work of teachers and also the focus of performance appraisal.

University teachers are the core resources which promote the development of universities. As the most brilliant career, university teachers feature low risk, high freedom, intensive intelligence, great upfront investment, fruits of labor being difficult to measure, strong innovation, high social status, work partly belonging to public products, more focus on personal fulfillment and sustainable development of the career and more, which make the evaluation work of university teachers much more complicated. At present, some universities began to focus more on scientific research and paid little attention to teaching, which led the teachers' work to a biased direction. The result was that some teachers invested most of their time and energy in scientific research while ignored advanced teaching theory, new teaching methods and teaching contents catching up with the times, leading to the unbalanced development of teaching and scientific research. Job performance of teachers directly influences the quality of talent cultivation in universities, and impartial, scientific and reasonable performance management of university teachers is especially important to specify and motivate teachers' job performance. Improving teachers' job performance not only needs the specification and guidance of rules, but also to motive teachers' subjective initiative. We can not only evaluate job performance from the perspective of quantity, but also the quality.

On the basis of Principal-Agent theory, there is a agency relation between universities and teachers. The university is the principal, which designates tasks of teaching and scientific research and provides corresponding remuneration. The teacher is the agent, which accepts tasks of teaching and scientific research and then can choose his effort level and complete the corresponding work. The agency relation between the university and the teacher can motivate the teacher to manage teaching and scientific research work well according to accountability behavior. However, due to the special occupational features of teachers, accountability behavior cannot completely explain teachers' performance behavior, where the citizenship behavior is introduced. We can analyze the relationship between the citizenship behavior and teachers' performance of teaching, scientific research and social service, so we can put forward policies and advice to strengthen teachers' performance. In the context of summarizing literature review and theoretical basis, this paper collected 509 valid questionnaires from 58 universities, applying structural equation model, to investigate the effect of teachers' accountability behavior caused by the university's assessment on teachers' performance. And based on this, this paper also studied the effect of teachers'organizational citizenship behavior caused by inner organizational identification and career identity on teachers'performance. We discussed the mechanism of the university teachers'job performance from two sides, and pointed the way to formulate performance reward method scientifically, reasonably and effectively and provided the empirical support. The paper can be divided into five parts：

The first part is the introduction, mainly explaining the status quo of university teachers'job performance management and the pressure of teachers when they complete their work. Based on accountability behavior and organizational citizenship behavior, this part introduces the research background, the theoretical and practical significance, the technical route of the research, the research method and possible innovation points, and the structure of this paper.

The second part is Chapter Two, combing the analysis of concept, dimension and effect of accountability behavior, organizational identity, organizational citizenship behavior and work performance in current literature, summarizing the relationship between accountability behavior and organizational citizenship behavior and university teachers' work performance.

The third part are Chapter Three and Chapter Four, introducing the background of university performance management system, university teachers'professional characteristics, theoretical basis, empirical research design and questionnaire survey. This part combs the system background and problems of university performance management, analyzes the logical starting point of the study-university teachers' professional characteristic, and analyzes the relationship between the university teachers' accountability, organizational citizenship behavior and work performance by applying the Principal-Agent theory. Based on this, we build a relative complete and comprehensive theoretical research model to deepen the theoretical knowledge of teachers' performance evaluation. The next step is, according to the procedure of questionnaire design-questionnaire issuing-questionnaire collection, to introduce the foundation, process and sample selection of the questionnaire design, the procedure of question-naire issuing and collection, and the description of sample characteristics of valid questionnaires.

The forth part is the main content of this paper, including Chapter Five, Chapter Six, Chapter Seven. This part studies the effect of university teachers' accountability behavior on work performance, the effect of organizational identity on organizational citizenship behavior and the effect of organizational citizenship behavior on work performance. Firstly, university teachers' accountability behavior can be divided into principal's right, task clarification, result feedback and individual accountability. Through factor analysis, correlation analysis and structural equation model, we arrive at the clear correlativity of the four dimensions of accountability behavior and the positive correlation between accountability behavior and teachers' work performance, scientific research performance and social service performance. Later, it introduces the variables of college and university types, and discusses different types of university teachers' disparity between their accountability behavior and job performance. Secondly, the relationship of organizational identity, professional identity and four dimensions of organizational citizenship behavior are verified, which are initiative, inter-personal harmony, altruism and self-development. Based on the above verification, the paper concludes that organizational identity and professional identity have a significant positive correlation with organizational citizenship behavior. Finally, organizational citizenship behavior of university and college teachers are compared with teaching performance, research performance and social services and the conclusion is made that there is a significant positive correlation between teachers'accountability behavior and the above three aspects. Then the paper further explores whether teachers of universities belonging to 985 and 211 projects demonstrate more superior organizational citizenship behavior.

The fifth part is conclusion, limitation and prospect part. It also analyzes deficiencies and the portion that needs to be improved and optimized. Then according to the conclusion, this paper makes a prospect on how to improve job performance of university and college teachers and design a scientific and reasonable performance evaluation system of teachers' work.

Through theoretical analysis and empirical study, we have made the following conclusions：

Firstly, the four dimensions of accountability behavior, that is, task clarification, feedback, client rights and individual responsibility have logical structure and internal mechanism with each other. Besides, there is a significant positive correlation between teachers' accountability behavior and their teaching performance, scientific research performance and social services quality.

Secondly, different types of teachers have shown different performance and accountability behavior. Compared with ordinary colleges and universities, teachers in key universities among the 985 and 211 Project enjoy higher performance in scientific research and social services while lower teaching performance. Universities of 985 Project have demonstrated differences compared with other universities including universities of 211 Project and general ones in accountability behavior, while teachers in universities of 211 Project have no significant differences in accountability behavior from other colleges and universities.

Thirdly, professional identity, organizational identity are positively related with organizational citizenship behavior of university and college teachers. The four dimensions within organizational citizenship behavior that is proactive attitude, altruism, social harmony and self development form a logical relationship with no equilibrium. Moreover, the four dimensions of organizational citizenship behavior and teacher's teaching performance in colleges and universities show a significant positive correlation, which means the four dimensions play a positive role in promoting teaching performance.

Finally, the contract system, overseas study background and academic qualifications have different effects on the performance and accountability of university teachers. There is no clear relationship between the organizational citizenship behavior of teachers and the type of university they are in.

The innovative points and research contribution of this paper lies in the followings：

Firstly, based on the Principal-Agent theory in western economics, after analyzing the relationship between working behavior, organizational citizenship behavior and job performance, this paper builds a relatively complete and comprehensive theoretical model, which deepens our understanding about the theory of teachers' job performance. This paper shares the opinion that agency relationship prompts university and college teachers to achieve better work performance based on accountability behavior and efforts. However, due to the unique career characteristics of teachers, their work results cannot completely attribute to their accountability behavior. Therefore, based on the study of relationship between teachers accountability behavior and work performance, organizational citizenship behavior and job performance, the paper studies the relationship between various dimensions and teachers' performance, and builds the research model of teachers' job performance.

Secondly, this paper mainly illustrates the relationship and influence mechanism between teachers' organizational citizenship behavior and job performance, which also makes teachers' behavior more rational, humane and more in line with the objective reality. Due to the particularities of the teaching and the uniqueness of psychology, this group shows more interest in the recognition and respect from their school and the society, and cares more about realization of their value. Therefore, through the introduction of teachers'organizational citizenship behavior variables, based on the analysis of the relationship among professional identity, organizational identity and organizational citizenship behavior, the paper studies the relationship and the influence mechanism between four dimensions of the organizational citizenship behavior:initiative, interpersonal harmony, altruism and self-development, and the teachers' job performance. These findings could help understand internal and external factors affecting teachers' job performance from multiple perspectives as well as how they impact work performance through teachers' behavior.

Thirdly, the paper has clarified the marginal conditions of the relationship between teachers' accountability behavior and their job performance, discusses the mechanism where the contract system, overseas education background, degree and school type affects teachers' performance, and finds the“mirror”adjusting the relationship between the two main variables. Through the theoretical and empirical analysis, the paper verifies that the accountability behavior influences teachers' performance, makes it clear that the marginal impact of contractual system, overseas study background and degree of teachers on their accountability behavior and working performance, and analyses how contract system, overseas education background and degree affect teachers' accountability behavior and their job performance.