江西省本科高校教師專業(yè)發(fā)展內(nèi)驅(qū)力影響機制研究
發(fā)布時間：2018-08-01 18:42
【摘要】：高校教師擔(dān)負(fù)著高層次學(xué)術(shù)研究、知識創(chuàng)新和人才培養(yǎng)的重大社會責(zé)任,他們的素質(zhì)以及專業(yè)水平的高低直接影響著我國人才的培養(yǎng)質(zhì)量。如何提高高校教師的專業(yè)發(fā)展水平已經(jīng)成為世界各國教師教育改革與發(fā)展的趨勢與潮流。通過文獻(xiàn)綜述發(fā)現(xiàn),有效提升高校教師專業(yè)發(fā)展的關(guān)鍵在于激發(fā)高校教師的內(nèi)驅(qū)力,與各種外在驅(qū)動力形成合力才是促進(jìn)教師專業(yè)發(fā)展的最佳途徑。因此,探索高校教師專業(yè)發(fā)展內(nèi)驅(qū)力的影響機制以及內(nèi)驅(qū)力的影響因素,對于教師自身和高校建設(shè)就有著重要的理論意義及實踐意義。 首先,本文在對內(nèi)驅(qū)力理論、激勵理論、人力資本理論以及社會資本理論進(jìn)行系統(tǒng)梳理的基礎(chǔ)上,界定了高校教師內(nèi)驅(qū)力、激勵形式、人力資本與社會資本的內(nèi)涵,其中,潛變量內(nèi)驅(qū)力由認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力、附屬內(nèi)驅(qū)力以及社會服務(wù)內(nèi)驅(qū)力四個維度組成；潛變量激勵形式由高校管理、薪酬福利、發(fā)展機會與精神激勵四個維度構(gòu)成；潛變量人力資本由知識和工作能力兩個維度構(gòu)成；潛變量社會資本由社會參與度、信任和網(wǎng)絡(luò)特征三個維度構(gòu)成。并在此基礎(chǔ)上提出本研究的假設(shè),即激勵形式的四個維度對內(nèi)驅(qū)力、人力資本和社會資本的各維度分別具有顯著的正向影響；人力資本的兩個維度對內(nèi)驅(qū)力和社會資本的各維度分別具有顯著地正向影響；社會資本的三個維度對內(nèi)驅(qū)力各維度具有顯著地正向影響；從而構(gòu)建了江西省本科院校教師內(nèi)驅(qū)力的原始理論模型。 其次,結(jié)合理論文獻(xiàn)及現(xiàn)有量表,經(jīng)過探索性因子分析與小樣本測試,設(shè)計形成了江西省本科院校高校教師內(nèi)驅(qū)力的量表。通過對江西省內(nèi)5所本科高等院校(南昌大學(xué)、江西農(nóng)業(yè)大學(xué)、江西師范大學(xué)、江西財經(jīng)大學(xué)和南昌航空大學(xué))的500名教師進(jìn)行問卷調(diào)查,獲得本研究的原始數(shù)據(jù)。運用SPSS16.0軟件對數(shù)據(jù)進(jìn)行信度和效度分析,驗證性因子分析來檢驗各潛變量的構(gòu)建效果,發(fā)現(xiàn)構(gòu)建效果較理想。 再次,運用結(jié)構(gòu)方程模型探討高校采取的激勵形式,高校教師的人力資本和社會資本與高校教師專業(yè)發(fā)展內(nèi)驅(qū)力的關(guān)系。即利用軟件AMOS7.0對所設(shè)定的原始理論模型進(jìn)行檢驗,并根據(jù)結(jié)果對模型進(jìn)行修正,形成了本研究的最佳模型,驗證了激勵形式、人力資本和社會資本與內(nèi)驅(qū)力之間的關(guān)系,提出的部分假設(shè)得到了支持。研究發(fā)現(xiàn),激勵形式、人力資本、社會資本對于內(nèi)驅(qū)力確實具有顯著地正向影響作用,但是影響路徑并不呈一一對應(yīng)的關(guān)系,而是各有針對性和方向性,并且影響程度也不盡相同。 然后,利用各潛變量二階模型中的路徑系數(shù)來計算內(nèi)驅(qū)力與社會資本的得分,運用對應(yīng)分析來探討高校教師專業(yè)發(fā)展內(nèi)驅(qū)力與教師的學(xué)科,工齡,學(xué)歷,職稱,收入與社會資本之間的關(guān)系。結(jié)果顯示,內(nèi)驅(qū)力與工齡、學(xué)歷和社會資本呈現(xiàn)顯著的對應(yīng)關(guān)系,并且工齡低、學(xué)歷高、社會資本水平越高,教師的內(nèi)驅(qū)力水平也越高。 最后,在以上實證分析的基礎(chǔ)上,提出提升高校教師專業(yè)發(fā)展的內(nèi)驅(qū)力的對策,主要有設(shè)計合理有效富有彈性的薪酬福利;加大培養(yǎng)力度,提供多種形式的發(fā)展機會；注重以信任導(dǎo)向的精神激勵；激勵機制要注重因人而異；鼓勵高校教師社會資本的積累及運用。
[Abstract]:College teachers are responsible for the high level of academic research, the great social responsibility of knowledge innovation and talent training, their quality and professional level directly affect the quality of the training of Chinese talents. How to improve the professional development level of college teachers has become the trend and trend of the reform and development of teachers' Education in all countries. The literature review finds that the key to improve the professional development of college teachers is to stimulate the internal drive of college teachers and to form the best way to promote the professional development of teachers. Therefore, to explore the influence mechanism of the internal drive of the teachers' professional development and the influence factors of the internal drive, and to the teachers themselves and the high School construction has important theoretical and practical significance.
First, on the basis of the systematic combing of the theory of internal drive, incentive theory, human capital theory and social capital theory, this paper defines the connotation of internal drive, incentive form, human capital and social capital of university teachers, in which the internal drive of latent variables is driven by cognitive internal drive, self improvement, subsidiary drive and social suit. The four dimensions of the internal drive force are made up; the latent variable incentive form is composed of four dimensions of university management, salary and welfare, development opportunity and spiritual motivation; the latent variable human capital is composed of two dimensions of knowledge and work ability. The latent variable social capital is composed of three dimensions of social participation, trust and network characteristics. The four dimensions of the incentive form have significant positive effects on the internal drive, human capital and social capital, and the two dimensions of human capital have a significant positive impact on the internal drive and the social capital, and the three dimensions of the social capital have a significant effect on the internal drive dimensions. The original theoretical model of teacher's internal driving force in Jiangxi's undergraduate colleges is constructed.
Secondly, based on the theoretical literature and the existing scale, through exploratory factor analysis and small sample test, a scale of internal drive of university teachers in Jiangxi university has been designed, and 500 of the 5 universities in Jiangxi province (Nanchang University, Jiangxi Agricultural University, Jiangxi Normal University, Jiangxi University of Finance and Economics and Nanchang Aeronautical University) The teacher carried out a questionnaire survey to obtain the original data of the study. Using the SPSS16.0 software to analyze the reliability and validity of the data, the confirmatory factor analysis was used to test the construction effect of the latent variables and found the construction effect was ideal.
Thirdly, the structure equation model is used to explore the incentive form of the University, the relationship between the human capital and the social capital of the university teachers and the internal drive of the college teachers' professional development. That is, using the software AMOS7.0 to test the original theoretical model, and to correct the model according to the results, the best model of this study is formed and verified. It is found that incentive forms, human capital and social capital have a significant positive impact on internal drive, but the influence path does not have a one-to-one corresponding relationship, but each is pertinent and directional. And the degree of influence is not the same.
Then, using the path coefficient in the two order model of the latent variable to calculate the score of the internal drive and social capital, the relationship between the internal drive of the professional development of the teachers and the subject of the teachers, the age, the education, the title, the income and the social capital are discussed. The results show that the internal drive and the working age, the education and the social capital show obvious With the corresponding relationship, and the low seniority, high academic qualifications and higher social capital, teachers' internal driving force is also higher.
Finally, on the basis of the above empirical analysis, this paper puts forward the Countermeasures of promoting the internal drive of the professional development of college teachers, mainly including the design of reasonable and effective and flexible salary and welfare, increasing the training strength, providing a variety of forms of development opportunities, focusing on the spiritual incentive with trust oriented; the incentive mechanism should pay attention to different people, and encourage the teaching of colleges and universities. The accumulation and application of the social capital of the teacher.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G645.1
本文編號：2158490
[Abstract]:College teachers are responsible for the high level of academic research, the great social responsibility of knowledge innovation and talent training, their quality and professional level directly affect the quality of the training of Chinese talents. How to improve the professional development level of college teachers has become the trend and trend of the reform and development of teachers' Education in all countries. The literature review finds that the key to improve the professional development of college teachers is to stimulate the internal drive of college teachers and to form the best way to promote the professional development of teachers. Therefore, to explore the influence mechanism of the internal drive of the teachers' professional development and the influence factors of the internal drive, and to the teachers themselves and the high School construction has important theoretical and practical significance.
First, on the basis of the systematic combing of the theory of internal drive, incentive theory, human capital theory and social capital theory, this paper defines the connotation of internal drive, incentive form, human capital and social capital of university teachers, in which the internal drive of latent variables is driven by cognitive internal drive, self improvement, subsidiary drive and social suit. The four dimensions of the internal drive force are made up; the latent variable incentive form is composed of four dimensions of university management, salary and welfare, development opportunity and spiritual motivation; the latent variable human capital is composed of two dimensions of knowledge and work ability. The latent variable social capital is composed of three dimensions of social participation, trust and network characteristics. The four dimensions of the incentive form have significant positive effects on the internal drive, human capital and social capital, and the two dimensions of human capital have a significant positive impact on the internal drive and the social capital, and the three dimensions of the social capital have a significant effect on the internal drive dimensions. The original theoretical model of teacher's internal driving force in Jiangxi's undergraduate colleges is constructed.
Secondly, based on the theoretical literature and the existing scale, through exploratory factor analysis and small sample test, a scale of internal drive of university teachers in Jiangxi university has been designed, and 500 of the 5 universities in Jiangxi province (Nanchang University, Jiangxi Agricultural University, Jiangxi Normal University, Jiangxi University of Finance and Economics and Nanchang Aeronautical University) The teacher carried out a questionnaire survey to obtain the original data of the study. Using the SPSS16.0 software to analyze the reliability and validity of the data, the confirmatory factor analysis was used to test the construction effect of the latent variables and found the construction effect was ideal.
Thirdly, the structure equation model is used to explore the incentive form of the University, the relationship between the human capital and the social capital of the university teachers and the internal drive of the college teachers' professional development. That is, using the software AMOS7.0 to test the original theoretical model, and to correct the model according to the results, the best model of this study is formed and verified. It is found that incentive forms, human capital and social capital have a significant positive impact on internal drive, but the influence path does not have a one-to-one corresponding relationship, but each is pertinent and directional. And the degree of influence is not the same.
Then, using the path coefficient in the two order model of the latent variable to calculate the score of the internal drive and social capital, the relationship between the internal drive of the professional development of the teachers and the subject of the teachers, the age, the education, the title, the income and the social capital are discussed. The results show that the internal drive and the working age, the education and the social capital show obvious With the corresponding relationship, and the low seniority, high academic qualifications and higher social capital, teachers' internal driving force is also higher.
Finally, on the basis of the above empirical analysis, this paper puts forward the Countermeasures of promoting the internal drive of the professional development of college teachers, mainly including the design of reasonable and effective and flexible salary and welfare, increasing the training strength, providing a variety of forms of development opportunities, focusing on the spiritual incentive with trust oriented; the incentive mechanism should pay attention to different people, and encourage the teaching of colleges and universities. The accumulation and application of the social capital of the teacher.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G645.1
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