Abstract: Under the background of high-quality development of higher education, improving university teachers' performance has become a crucial factor affecting university development and school-running quality. Based on social cognitive theory, this paper defines university Party building as a special organizational context that shapes teachers' cognition and behaviors. It explores how insufficient embedding of Party building leads to deviations in teachers' performance governance and analyzes the internal mechanism through which Party building affects teachers' performance. The study reveals that Party building can realize three effects via value-role reconstruction, demonstration-model generation, and support-efficacy enhancement: advancing teachers' understanding of the implications of performance, facilitating the acquisition of high-performance behaviors, and strengthening teachers' efficacy beliefs for sustained engagement. Therefore, university Party building serves not only as the political guarantee for university governance, but also as an important performance governance mechanism integrating value guidance, behavioral shaping and organizational support.