【摘要】：隨著我國改革開放的不斷推進和市場經(jīng)濟的蓬勃發(fā)展,民辦教育產(chǎn)業(yè)獲得了快速發(fā)展,已成為我國教育事業(yè)的重要組成部分,尤其是得益于國家優(yōu)惠政策的支持和市場的歡迎,私立中小學校在近幾年取得了飛速的發(fā)展。在市場競爭的大環(huán)境中,私立中小學校的教學質(zhì)量是其生存和發(fā)展的根本,而教師的工作績效則直接影響著學校的教學質(zhì)量。如何提高教師的工作績效已成為必須要討論的問題。在員工工作績效管理方面,傳統(tǒng)的研究主要著眼于智力因素的影響,但隨著研究的深入,越來越多的學者開始關(guān)注非智力因素對個體工作績效的影響,并且由于非智力因素在操作層面的優(yōu)勢,使得其具有更高的研究價值和現(xiàn)實意義。成就動機就是對個體工作績效有顯著影響的非智力因素,并因其獨特的視角和良好的實證表現(xiàn)逐漸成為了近年來國內(nèi)外學者關(guān)注的熱點,其中,成就目標導向的研究更是學者們關(guān)注的焦點。本文以某教育集團所屬的三所私立中小學校的教師為研究對象,通過文獻調(diào)研、理論分析和質(zhì)性訪談,對私立中小學教師成就目標導向、工作績效的定義和維度進行了討論,并對成就目標導向各維度的交互效應進行了分析,之后對成就目標導向及其交互項與工作績效的關(guān)系進行了探討,提出了本文的研究假設;然后通過問卷調(diào)查獲取相關(guān)的數(shù)據(jù),并對數(shù)據(jù)進行統(tǒng)計分析,以驗證所提出的假設;最后對研究結(jié)論進行進一步的討論,揭示了影響私立中小學教師工作績效的內(nèi)在心理機制,進而對學校的教師培養(yǎng)和管理工作提出指導意見。通過實證研究和深入分析,本文的主要結(jié)論如下:私立中小學教師成就目標導向主要有三個維度:學習目標導向、證明目標導向和逃避目標導向;私立中小學教師工作績效主要是任務績效。學習目標導向?qū)ぷ骺冃Т嬖谡蛴绊?證明目標導向?qū)ぷ骺冃Т嬖谡蛴绊?逃避目標導向?qū)ぷ骺冃Т嬖谪撓蛴绊�。學習目標導向與證明目標導向之間存在交互效應,且學習證明交互項與工作績效顯著負相關(guān);學習目標導向與逃避目標導向之間存在交互效應,且學習逃避交互項與工作績效顯著負相關(guān);證明目標導向與逃避目標導向之間不存在交互效應。
[Abstract]:With the continuous promotion of reform and opening up in China and the vigorous development of market economy, the private education industry has gained rapid development, which has become an important part of our country's education, especially thanks to the support of the state preferential policies and the welcome of the market. Private primary and secondary schools have made rapid development in recent years. In the environment of market competition, the teaching quality of private primary and middle schools is the root of its survival and development, and the teachers' work performance directly affects the teaching quality of the schools. How to improve the performance of teachers has become a problem to be discussed. In the aspect of employee performance management, the traditional research mainly focuses on the influence of intelligence factors, but with the deepening of the research, more and more scholars begin to pay attention to the influence of non-intelligence factors on individual job performance. And because of the advantage of non-intelligence factor in operation level, it has higher research value and practical significance. Achievement motivation is a non-intellectual factor that has a significant impact on individual work performance, and it has gradually become a hot spot of attention of domestic and foreign scholars in recent years because of its unique perspective and good empirical performance. Achievement goal-oriented research is the focus of scholars. This paper takes the teachers of three private primary and middle schools belonging to an education group as the research object, through literature investigation, theoretical analysis and qualitative interviews, discusses the definition and dimensions of the achievement goal orientation and job performance of the private primary and secondary school teachers. The interaction effect of achievement goal orientation is analyzed, and the relationship between achievement goal orientation, interaction items and job performance is discussed, and the research hypotheses of this paper are put forward. Then the relevant data are obtained by questionnaire, and the data are statistically analyzed to verify the hypotheses put forward. Finally, the conclusion of the study is further discussed, which reveals the internal psychological mechanism that affects the performance of teachers in private primary and secondary schools, and then provides guidance for the training and management of teachers in schools. Through empirical research and in-depth analysis, the main conclusions of this paper are as follows: private primary and secondary school teachers' achievement goal orientation has three dimensions: learning goal orientation, proving goal orientation and evading goal orientation; The job performance of private primary and secondary school teachers is mainly task performance. Learning goal orientation has positive influence on job performance; it proves that goal orientation has positive effect on job performance; evading goal orientation has negative effect on job performance. There is interaction effect between learning goal orientation and proof goal orientation, and there is a significant negative correlation between learning proof interaction item and job performance. There is interaction effect between learning goal orientation and evading goal orientation, and there is significant negative correlation between learning evasion interaction item and job performance, which proves that there is no interaction effect between goal orientation and evading goal orientation.
【學位授予單位】：電子科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G635.1

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