本文關(guān)鍵詞：趨向更加相似的差異—東北M鎮(zhèn)八位農(nóng)村教師個(gè)體工作動(dòng)機(jī)發(fā)展的敘事研究　出處：《東北師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

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【摘要】：本研究從教師個(gè)體工作動(dòng)機(jī)角度切入,旨在具體的微觀環(huán)境中還原教師個(gè)體工作動(dòng)機(jī)產(chǎn)生、發(fā)展、變化、調(diào)適的過程,進(jìn)而讓教師更加的了解自己,讓學(xué)校管理者和政策制定者更了解教師,激發(fā)教師個(gè)體工作動(dòng)機(jī),產(chǎn)生對(duì)教學(xué)有益的行為；同時(shí)能讓政策制定者針對(duì)教師個(gè)體工作動(dòng)機(jī)的特點(diǎn),制定出適合農(nóng)村實(shí)際情況的政策,真正的吸引、留住優(yōu)秀的人才在農(nóng)村教師隊(duì)伍當(dāng)中。本研究以東北M鎮(zhèn)S村小為田野地點(diǎn),以S村小八位農(nóng)村教師為研究對(duì)象,以敘事的方法展現(xiàn)了性別、年齡、閱歷、進(jìn)入教師隊(duì)伍方式各異的八位農(nóng)村教師個(gè)體工作動(dòng)機(jī)發(fā)展變化的過程。教師個(gè)體工作動(dòng)機(jī)的形成總是先有“工作愿望”出現(xiàn),隨著“工作愿望”不實(shí)現(xiàn)就會(huì)產(chǎn)生不可抗拒的后果,這時(shí)“工作愿望”轉(zhuǎn)化為“工作意圖”,意識(shí)階段轉(zhuǎn)為行為實(shí)施階段。在行為實(shí)施階段,結(jié)合具體的情境教師個(gè)體產(chǎn)生工作情感,同時(shí)還伴有個(gè)體對(duì)自身“偏好”、“愿望”、“價(jià)值觀”以及“長(zhǎng)期目標(biāo)”的自我認(rèn)知。有時(shí)個(gè)體高工作情感和高自我認(rèn)知相一致,就會(huì)產(chǎn)生高教師個(gè)體工作動(dòng)機(jī)；有時(shí)個(gè)體低工作情感和低自我認(rèn)知一起出現(xiàn),就會(huì)產(chǎn)生低教師個(gè)體工作動(dòng)機(jī);有時(shí)出現(xiàn)工作情感和自我認(rèn)知不一致的情況,這時(shí)個(gè)體為了追逐那些個(gè)體或群體的終極目標(biāo),就必須依靠“意志力”來支持自己的行為。無論高教師個(gè)體工作動(dòng)機(jī),還是低教師個(gè)體工作動(dòng)機(jī)都是-段時(shí)間內(nèi)相對(duì)穩(wěn)定的狀態(tài),經(jīng)過長(zhǎng)時(shí)間的與具體情境的適應(yīng),最終教師個(gè)體工作動(dòng)機(jī)將趨于相似的差異。研究通過對(duì)八位農(nóng)村教師所處環(huán)境、工作動(dòng)機(jī)權(quán)衡階段、工作動(dòng)機(jī)調(diào)整階段和工作動(dòng)機(jī)自我認(rèn)知階段的考察發(fā)現(xiàn)：教師初始入職工作動(dòng)機(jī)保持高度現(xiàn)實(shí)取向；高教師個(gè)體工作動(dòng)機(jī)一定程度上來源于個(gè)體成就需求、歸屬需求的滿足;微觀生態(tài)環(huán)境下教師個(gè)體工作動(dòng)機(jī)最終趨于相似的差異;“關(guān)鍵事件”影響突出,必要時(shí)打斷教師個(gè)體工作動(dòng)機(jī)的發(fā)展進(jìn)程。結(jié)合研究發(fā)現(xiàn),提出了三點(diǎn)提升教師個(gè)體工作動(dòng)機(jī)的思考：提高農(nóng)村教師收入,弱化教師個(gè)體工作動(dòng)機(jī)的外部影響因素；建構(gòu)農(nóng)村學(xué)校教師心理支持機(jī)制,滿足個(gè)體成就需求和歸屬需求；創(chuàng)設(shè)農(nóng)村學(xué)校微觀生態(tài)環(huán)境,促使個(gè)體工作動(dòng)機(jī)與群體工作動(dòng)機(jī)相適。最后對(duì)本研究的不足和下一步繼續(xù)研究的構(gòu)想進(jìn)行說明。
[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.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G625.1
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本文編號(hào)：1366870