私立中小学教师成就目标导向与工作绩效关系研究

发布时间：2018-12-07 07:24

【摘要】：随着我国改革开放的不断推进和市场经济的蓬勃发展,民办教育产业获得了快速发展,已成为我国教育事业的重要组成部分,尤其是得益于国家优惠政策的支持和市场的欢迎,私立中小学校在近几年取得了飞速的发展。在市场竞争的大环境中,私立中小学校的教学质量是其生存和发展的根本,而教师的工作绩效则直接影响着学校的教学质量。如何提高教师的工作绩效已成为必须要讨论的问题。在员工工作绩效管理方面,传统的研究主要着眼于智力因素的影响,但随着研究的深入,越来越多的学者开始关注非智力因素对个体工作绩效的影响,并且由于非智力因素在操作层面的优势,使得其具有更高的研究价值和现实意义。成就动机就是对个体工作绩效有显著影响的非智力因素,并因其独特的视角和良好的实证表现逐渐成为了近年来国内外学者关注的热点,其中,成就目标导向的研究更是学者们关注的焦点。本文以某教育集团所属的三所私立中小学校的教师为研究对象,通过文献调研、理论分析和质性访谈,对私立中小学教师成就目标导向、工作绩效的定义和维度进行了讨论,并对成就目标导向各维度的交互效应进行了分析,之后对成就目标导向及其交互项与工作绩效的关系进行了探讨,提出了本文的研究假设;然后通过问卷调查获取相关的数据,并对数据进行统计分析,以验证所提出的假设;最后对研究结论进行进一步的讨论,揭示了影响私立中小学教师工作绩效的内在心理机制,进而对学校的教师培养和管理工作提出指导意见。通过实证研究和深入分析,本文的主要结论如下:私立中小学教师成就目标导向主要有三个维度:学习目标导向、证明目标导向和逃避目标导向;私立中小学教师工作绩效主要是任务绩效。学习目标导向对工作绩效存在正向影响;证明目标导向对工作绩效存在正向影响;逃避目标导向对工作绩效存在负向影响。学习目标导向与证明目标导向之间存在交互效应,且学习证明交互项与工作绩效显著负相关;学习目标导向与逃避目标导向之间存在交互效应,且学习逃避交互项与工作绩效显著负相关;证明目标导向与逃避目标导向之间不存在交互效应。
[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.
【学位授予单位】：电子科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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