中国基础教育博硕士论文库

节点文献

趋向更加相似的差异—东北M镇八位农村教师个体工作动机发展的叙事研究

【作者】 田里

【导师】 秦玉友;

【作者基本信息】 东北师范大学, 农村教育, 2017, 博士

【摘要】 本研究从教师个体工作动机角度切入,旨在具体的微观环境中还原教师个体工作动机产生、发展、变化、调适的过程,进而让教师更加的了解自己,让学校管理者和政策制定者更了解教师,激发教师个体工作动机,产生对教学有益的行为;同时能让政策制定者针对教师个体工作动机的特点,制定出适合农村实际情况的政策,真正的吸引、留住优秀的人才在农村教师队伍当中。本研究以东北M镇S村小为田野地点,以S村小八位农村教师为研究对象,以叙事的方法展现了性别、年龄、阅历、进入教师队伍方式各异的八位农村教师个体工作动机发展变化的过程。教师个体工作动机的形成总是先有“工作愿望”出现,随着“工作愿望”不实现就会产生不可抗拒的后果,这时“工作愿望”转化为“工作意图”,意识阶段转为行为实施阶段。在行为实施阶段,结合具体的情境教师个体产生工作情感,同时还伴有个体对自身“偏好”、“愿望”、“价值观”以及“长期目标”的自我认知。有时个体高工作情感和高自我认知相一致,就会产生高教师个体工作动机;有时个体低工作情感和低自我认知一起出现,就会产生低教师个体工作动机;有时出现工作情感和自我认知不一致的情况,这时个体为了追逐那些个体或群体的终极目标,就必须依靠“意志力”来支持自己的行为。无论高教师个体工作动机,还是低教师个体工作动机都是-段时间内相对稳定的状态,经过长时间的与具体情境的适应,最终教师个体工作动机将趋于相似的差异。研究通过对八位农村教师所处环境、工作动机权衡阶段、工作动机调整阶段和工作动机自我认知阶段的考察发现:教师初始入职工作动机保持高度现实取向;高教师个体工作动机一定程度上来源于个体成就需求、归属需求的满足;微观生态环境下教师个体工作动机最终趋于相似的差异;“关键事件”影响突出,必要时打断教师个体工作动机的发展进程。结合研究发现,提出了三点提升教师个体工作动机的思考:提高农村教师收入,弱化教师个体工作动机的外部影响因素;建构农村学校教师心理支持机制,满足个体成就需求和归属需求;创设农村学校微观生态环境,促使个体工作动机与群体工作动机相适。最后对本研究的不足和下一步继续研究的构想进行说明。

【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.

移动知网

全球学术快报

  • 【网络出版投稿人】 东北师范大学
节点文献中: