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

发布时间：2018-01-02 00:19

  本文关键词：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　出处：《东北师范大学》2016年博士论文　论文类型：学位论文

  更多相关文章： 农村教师 中小学教师 教师个体工作动机 叙事研究

【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]:From the perspective of teachers' individual working motivation, this study aims to restore the process of teachers' individual working motivation to produce, develop, change and adapt in the specific micro-environment, so that teachers can understand themselves more. Let school administrators and policy makers know more about teachers, stimulate teachers' individual motivation to work, and produce beneficial behaviors for teaching; At the same time, it can enable policy makers to formulate policies suitable to the actual situation in rural areas according to the characteristics of teachers' individual working motivation, which is really attractive. In order to retain the outstanding talents in the rural teachers. This study takes S village small in the Northeast M town as the field location and eight rural teachers in the S village small as the research object. It shows the gender, age and experience by the narrative method. In the process of developing and changing the individual working motivation of eight rural teachers with different ways of teachers, the formation of teachers' individual work motivation always has the "work desire" first. As the "work desire" is not realized, there will be irresistible consequences. At this time, the "work desire" is transformed into "work intention", the consciousness stage is transformed into the behavior implementation stage, and in the behavior implementation stage. In combination with the specific situation, the individual teacher produces the job emotion, at the same time accompanied by the individual to own "preference", "the desire". Self-cognition of "values" and "long-term goals". Sometimes individual low work emotion and low self cognition appear together, will produce low teacher individual work motivation; Sometimes there is a lack of agreement between work emotion and self-perception, when individuals pursue the ultimate goals of those individuals or groups. We must rely on "willpower" to support their own behavior. Whether high teacher individual work motivation or low teacher individual work motivation is a relatively stable state for a period of time. After a long period of time and specific situation adaptation, teachers' individual work motivation will tend to similar differences. Through the study of eight rural teachers in the environment, work motivation weighing stage. The investigation of the adjustment stage of work motivation and the self-cognition stage of work motivation shows that the teachers' initial working motivation keeps a high realistic orientation; To some extent, the individual work motivation of high teachers comes from the individual achievement demand and the satisfaction of the attribution demand; Finally, teachers' individual working motivation tends to be similar in micro-ecological environment; The influence of "key events" is prominent, and the development process of teachers' individual work motivation is interrupted when necessary. Combined with the findings of the study, the author puts forward three thoughts on improving teachers' individual work motivation: raising teachers' income in rural areas. Weakening the external influencing factors of teachers' individual working motivation; Construct the psychological support mechanism of rural school teachers to meet the needs of individual achievement and belonging; In order to create the micro ecological environment of rural schools, the individual working motivation and group working motivation are suitable. Finally, the deficiency of this study and the idea of further research are explained.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G625.1
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本文编号：1366870