【作者基本信息】 东北师范大学， 农村教育， 2017， 博士
【Abstract】 This narrative analysis focuses on individual teacher’s motivation to work so as to explore the appearance, development, change and adjustment of individual teacher’s motivation to work in specific environments. By doing this, the inquiry aims to help teachers to understand themselves better and to help managers and policy makers to understand teachers, to arouse individual teacher’s motivation to work and encourage actions beneficial to teaching so as to improve the teaching quality of compulsory education in rural regions. At the same time, the inquiry will help policy makers to learn the features of individual teacher’s motivation to work so they can make policies which fit the realities of rural regions and as a result, to attract and keep excellent teachers in rural teachers’team.Taking the eight teachers in The Primary School of S Village M Town in the northeast as inquiry object, this inquiry explores the changing process of the motivation to work of the eight teachers who are different in gender, age, experience and enter rural teachers’team in different ways. Before the formation of individual teacher’s motivation to work, there is always the appearance of working wish. With the failure of working wish, there will be the inevitable result. At that moment, working wish is turned into working intention, and consciousness period was turned into act enforcement period. During this period, in specific situation, working feeling, as well as self-awareness of preference, wish, sense of value and long-term object will appear in individual teacher’s mind. When individual teacher’s high working feeling is identical with his high self-awareness, he will get high motivation to work, and when individual teacher’s low working feeling is identical with his low self-awareness, he will get low motivation to work. Sometimes individual teacher’s working feeling is inconsistent with his self-awareness, and in this situation, he must support his action with strong will in order to pursue his object or that of the group. In a certain period, no matter the motivation to work is high or low, it is relatively stable. During the long adjustment process of adapting to specific situation, in the end, individual teacher’s motivation to work will tend to be similar with differences.By observing the eight teachers’working environments, weigh period of motivation to work, adjustment period of motivation to work as well as the self-awareness period of motivation to work, this inquiry gets the following conclusions. The motivation to work of individual teacher who has just entered teachers’team is directed by reality and to some extent, individual teacher’s high motivation to work is produced by the satisfaction of achievement need and belonging need. In microcosmic ecological environments, individual teacher’s motivation to work will tend to be similar with differences. The influence of crucial incidents on individual teacher’s motivation to work is great, and they can interrupt its development if necessary. Based on the findings mentioned above, the inquiry proposes the following suggestions on the construction of rural teachers’ team. Firstly, try to raise their income and reduce the external influences on individual teacher’s motivation to work. Secondly, try to build psychological support system for rural teachers, and try to satisfy their achievement need and belonging need. Thirdly, construct rural microcosmic ecological environment for teachers, and try to adapt individual teacher’s motivation to work to that of the group. Finally, the inquiry reviews the shortcomings of this inquiry and forecasts the further researches in the future.
【Key words】 Rural Teachers； Teachers in Primary and Middle School； Individual Teacher’s Motivation to Work； Narrative Inquiry；
- 【网络出版投稿人】 东北师范大学