Employee informal coaching and job performance in higher education: The role of perceived organizational support and transformational leadership.

Abstract

The existing literature has not adequately explored the connection between informal coaching and employees' job performance, particularly in higher education institutions (HEIs). Anchored in the social exchange theory, this study aims to investigate the impact of informal coaching practices on job performance, as well as the mediating and moderating roles of perceived organizational support and transformational leadership. Results from a time-lagged study of 768 participants in HEIs in Vietnam indicate that informal coaching from supervisors and peers is crucial in directly enhancing employee performance. Furthermore, the research indicates that perceived support from the organization plays a vital role in mediating the impact of informal coaching on individual job performance. Interestingly, the study suggests that high levels of transformational leadership strengthen the relationships between informal coaching from supervisors and employees' job performance, as well as informal coaching from supervisors and perceived organizational support. However, contrary to expectations, transformational leadership does not moderate the influence of informal coaching from peers on job performance and perceived organizational support.