中國(guó)高等教育中影響外語(yǔ)教師教學(xué)動(dòng)機(jī)因素研究

內(nèi)容概要

　　《中國(guó)高等教育中影響外語(yǔ)教師教學(xué)動(dòng)機(jī)因素研究》調(diào)查了一所中國(guó)高校英語(yǔ)教師的教學(xué)動(dòng)機(jī)。最近一些研究表明，士氣低落和缺乏工作滿足感成為高校英語(yǔ)教師的突出問(wèn)題。低落的教師情緒會(huì)影響有效的教學(xué)，進(jìn)而影響學(xué)生的成績(jī)。雖然這一問(wèn)題已盡人皆知，但對(duì)于影響這一問(wèn)題的因素的研究是有限的。為了解決這一問(wèn)題，一種連續(xù)解釋的混合方法被采用，并分兩個(gè)階段在北方一所高校進(jìn)行了研究。100名來(lái)自同一所大學(xué)兩所不同學(xué)院的教師參加了本項(xiàng)研究。所有參加者均是英語(yǔ)教師：其中50名是英語(yǔ)專業(yè)教師；另外50名教師是公外教師?！吨袊?guó)高等教育中影響外語(yǔ)教師教學(xué)動(dòng)機(jī)因素研究》運(yùn)用了自我決定理論和企業(yè)文化理論。研究結(jié)果表明：（1）與以前的研究相比，這所高校教師的教學(xué)動(dòng)機(jī)是自動(dòng)約束型動(dòng)機(jī)。（2）動(dòng)機(jī)水平受個(gè)人經(jīng)歷和勝任需求、關(guān)聯(lián)需求和自治需求的影響。（3）個(gè)人經(jīng)歷因素和環(huán)境因素如中國(guó)文化、社會(huì)因素和組織文化在調(diào)節(jié)教師的教學(xué)動(dòng)機(jī)中起到重要作用。本研究結(jié)果有助于高校領(lǐng)導(dǎo)者制定行之有效的政策。同時(shí)本研究也檢驗(yàn)了自我決定理論在中國(guó)環(huán)境下解釋動(dòng)機(jī)的應(yīng)用能力。

作者簡(jiǎn)介

　　馬文穎（1966-），副教授，澳大利亞昆士蘭科技大學(xué)教育學(xué)博士。2005-2006年曾在澳大利亞昆士蘭大學(xué)語(yǔ)言文化學(xué)院作訪問(wèn)學(xué)者。研究方向：二語(yǔ)習(xí)得，高等教育。

書籍目錄

Abstract
Table of Contents
List of Figures
List of Tables
List of Abbreviations
Acknowledgments
Chapter 1 Introduction
1.1 Overview
1.2 Background to the Study
1.3 Higher Education in China
1.3.1 Overview of the development of Chinese education
1.3.2 Structure of the higher education system in China
1.3.3 TEFL academics in Chinese universities
1.3.4 Social and political status of academics
1.3.5 Appointment of academic staff
1.3.6 Academic staff assessment
1.3.7 Promotion
1.3.8 Academics' salaries
1.3.9 Workload
1.3.10 Working conditions
1.3.11 Academics' professional development
1.4 The Study
1.5 Significance of this Research
1.5.1 The researcher's position
1.6 Northern University
1.6.1 Organisational structure of Northern University
1.6.2 The two research sub-sites
1.6.3 English teaching at Northern University
1.7 Aims of the Study
1.8 The Research Questions
1.9 Structure of the Thesis
Chapter 2 : Literature Review
2.1 Overview
2.2 Theories of Teachers' Motivation
2.2.1 Achievement Goal Theory
2.2.2 Self-efficacy Theory
2.2.3 Expectancy Value Theory
2.2.4 Attribution Theory
2.2.5 Self-Determination Theory
2.3 Application of Self-Determination Theory
2.3.1 Basic psychological needs
2.3.2 Role of goals in achieving needs
2.3.3 Wellbeing
2.3.4 Cross-cultural studies of Self-Determination Theory
2.3.5 The limitation of Self-Determination Theory
2.4 Studies on the Motivation of TEFL Academies in China
2.5 Summary
Chapter 3 : Conceptual Framework for the Study
3.1 Overview
3.2 Self-Determination Theory
3.2.1 The continuum of motivation
3.2.2 Autonomous motivation
3.3 Organisational Culture
3.4 Definitions of Organisational Culture
3.4.1 University culture
3.4.2 The levels of university culture
3.5 Confucian Moral Standards and Organisational Culture
3.6 A Framework for Organisational Culture
3.6.1 Competing Values Framework
3.7 Assessment of Organisational Culture
3.8 Empirical Studies in University Culture
3.9 Empirical Studies in Competing Values Framework
3.10 The Framework of the Study
3.11 Summary
Chapter 4: Methodology and Methods
4.1 Overview
4.2 Methodology
4.3 Research Design
4.4 Participants
4.5 Measures
4.5.1 Demographic questionnaire
4.5.2 Research questionnaires
4.6 Procedure
4.7 Data Analyses
4.7.1 Preliminary analyses
4.7.2 Primary analyses
4.8 Reliability and Validity
4.9 Ethics
4.10 Summary
Chapter 5 : Quantitative Data Analysis
5.1 Preliminary Analyses
5.1.1 Demographics
5.1.2 Descriptive analyses
5.1.3 Correlation
5.2 Primary Analyses
5.2.1 Research question 1
5.2.2 Research question 2
5.2.3 Research question 3
5.3 Summary
Chapter 6: Qualitative Data Analysis
6.1 Profile of Interview Participants
6.2 Findings from the First Round of Interviews
6.2.1 Need for competence
6.2.2 Need for autonomy
6.2.3 Need for relatedness
6.3 Findings from the Second Round of Interviews
6.3.1 Dominant characteristics
6.3.2 Management of employees
6.4 Summary
Chapter 7 : Discussion and Conclusion
7.1 Purpose of the Study
7.2 Conceptual Framework and Methodology
7.3 Summary of the Key Findings
7.4 Discussion of the Findings
7.4.1 The influence of personal experiences on motivation
7.4.2 The influence of social contextual culture on
motivation
7.4.3 The impact of organisational culture on motivation
7.5 Implication for Theory
7.6 Implications for Practice
7.6.1 Enhancing the salary of TEFL academics
7.6.2 Improving leadership
7.6.3 Developing resources
7.6.4 Satisfying the three basic psychological needs
7.7 Limitations of the Study
7.8 Future Research Direction
References
Appendices
Appendix A: Demographic questionnaire
Appendix B: The Work Tasks Motivation Scale for Teachers
Appendix C: Basic Psychological Needs Scales at Work （BPNS-W）
Appendix D: Subjective Vitality Scales （SVS）
Appendix E : Aspirations Index （AI）
Appendix F: Organisational Culture Assessment Instrument
（OCAI）
Appendix G: Letters to the leaders in two research sites
Appendix H: Information sheet
Appendix I: Example of the coding system
Appendix J: Demographic information of participants in
interviews
Appendix K: The follow-up letter for the invitation of the
interviewees
Appendix L: Consent form
Appendix M: Semi-structured interview schedule --Round 1
Appendix N: Semi-structured interview schedule --Round 2
Appendix O: Summary of interviews
Appendix P: Feedback from COE and students in Semester 1, 2008

章節(jié)摘錄

　　Second， the study is an empirical investigation of a problemthat is widely recognised， but not researched： that Chineselecturers' motivation to teach is problematic （ Lu， 2004）.Thisstudy will contribute to the growing body of findings in the context ofChina on lecturers' motivation.　　Third， the study is significant because there is a need for lead-ers and managers in the domain of education to implement policiesthat ensure optimal working environments. A critical component ofthe learning environment is the passion and commitment of teach-ers. The present study has the potential to provide the informationfrom situational analyses that is necessary in order to consider theempowerment of academic staff in China.　　Fourth， the study has theoretical significance because it drawson a key motivational theory， namely Self-Determination Theory（SDT） ， which will be applied in a cultural context different fromthat in which it was developed.　SDT was developed in the UnitedStates and has been applied to a number of studies cross-culturally（e.g， Canada and Bulgaria）（ Chirkov， Ryan， & Willness， 2005;Deci， Ryan， Gagne， Leone， Usunov， & Kornazheva， 2001）. Thecultural assumptions underpinning the theory， however， are notnecessarily appropriate for China. Historically， China has beenheavily influenced by traditional culture and social values such asConfucianism， Taoism and Buddhism （introduced from India in theTang Dynasty and influential in China for over a thousand years）（Lu， 2001）. In their current modern society， the Chinese havesynthesised the three great traditions of thought with concepts ofWestern countries， formulating their own ways of treating life andworking despite the addition of global entrepreneurial values. Thus，this study will advance understandings of the cultural dimensions ofthe motivation theory， SDT.　　……

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