中国高校教师职业认同与组织认同研究
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摘要
国运兴衰,系于教育。教育公平与高质量,是中国高等教育在快速发展之后面对的新的发展机遇和更大挑战。其中,教师在提高教育教学质量中扮演着极为重要和不可替代的角色。而高校教师作为典型的知识型员工,其心理诉求和工作动机有较大的特殊性。因此,对于高校教师职业群体的角色活动、心理和行为、以及对高校教师这一特定知识员工群体的管理活动等内容,已经得到广大理论研究者的高度关注并展开了一定的研究。
随着认同理论的发展,关于教师组织认同、教师职业认同以及由认同而引发的教师职业行为的研究取得了一定程度的进展,为高校管理者的管理实践提供了较为广泛的理论基础。本研究在许多高校教师注重职业成就,却常常对所在组织的认同程度不高的现实情景下,基于前人的研究成果,提出了经由关注教师职业发展与提高教师的职业认同,进而获得更高程度组织认同,以形成教师个体与组织全面和谐,共谋发展的研究主题。本研究以社会认同理论和社会交换理论为基础,对组织成员职业认同与组织认同之间的关系,成员所拥有的职业认同对其所服务的组织的认同心理的影响机理进行了理论和实证研究,以期进一步丰富认同领域的研究理论,并为高校的组织管理者提供一个全新的视角,以有效管理和调动教师的工作积极性、实现提升高校办学质量的战略目标。
本研究在文献分析的基础上,结合访谈,修改和设计了本研究涉及的职业认同、组织认同等变量的测量量表,编制了本研究的初始调查问卷,修改并形成了正式问卷。在抽样方案的指导下,共获取了来自35所不同类别高校的304份有效问卷,并运用SPSS17.0和AMOS7软件,对样本数据进行了分析和研究：应用验证性因子分析方法和回归分析方法,检验测量工具和理论模型的信度和效度,验证了本研究出的研究假设。根据理论研究的结论,提出了管理对策和建议。主要研究内容包括：(1)从中国教学改革和高等教育改革以及认同理论的发展现状出发,论述了本研究的选题背景,研究意义、研究的技术路线与研究方法、研究结构等内容。(2)对社会认同理论、社会交换理论进行了回顾,并对研究模型中涉及到的职业认同、组织认同、职业形象、工作自主性和组织环境等变量进行了梳理、分析和总结。(3)根据已有的研究成果,研究并构建了高校教师群体的职业认同与组织认同的相互关系及其影响因素的理论模型。(4)讨论了研究中可能涉及到的数理统计方法,修订和设计了初始问卷并对初始问卷量表的信度和效度进行了检验,由此形成了正式问卷,按设计的抽样方法采集数据,并对数据进行了整理和样本结构分析。(5)对调研数据作了进一步描述性统计分析、各变量信度效度分析和检验,以及对整体模型的拟合情况进行了分析和检验,并运用相关分析和回归分析方法对变量之间的关系进行了实证。(6)对不同人口统计学特征与研究变量之间的关系进行比较研究,以便管理者对不同类型的教师个体采取适宜的管理手段和激励模型,更好地实现管理效果。(7)讨论了本研究对理论模型假设检验的结果,总结了研究的贡献,对高校管理者的相关管理活动进行了对策思考。最后分析了本研究的不足及未来研究建议。
研究结果表明：(1)高校教师职业形象对职业认同存在正向影响。(2)工作自主性正向影响高校教师的职业认同。(3)组织环境对教师的职业认同产生正向影响,其中,组织内部环境与组织外部环境两个维度均会对教师职业认同产生正向影响。(4)工作自主性对高校教师的组织认同存在正向影响。(5)组织环境以及组织内、外部环境两个维度均正向影响高校教师的组织认同。(6)高校教师的职业认同正向影响其组织认同。(7)不同的人口统计学特征对高校教师的职业认同、组织认同、职业形象、组织内外部环境感知以及工作自主性存在影响,各人口统计学特征不同水平下的研究变量之间也存在差异。
本研究的创新之处主要体现在如下三个方面。
(1)本研究对教师职业认同和组织认同的关系进行了研究,探讨了影响高校教师职业认同和组织认同的共同因素。目前关于组织认同的研究成果较为丰富,关于职业认同的研究相对较少。众多学者都是对这两种认同分别进行研究,较少有研究者对员工的职业认同与组织认同之间的关系进行深入研究。本研究对教师职业认同和组织认同关系的研究,有助于我们理解和认识教师职业认同和组织认同的形成过程以及二者之间的相互作用,有助于高校从心理层面入手增强教师对学校的认同。
(2)本研究以高校教师这一特殊的知识员工群体为对象,对其职业认同和组织认同的关系进行了理论研究和实证检验。从现有的研究成果分析,对职业认同的研究重点主要集中在审计师、记者等群体上,国内少有的学者对于教师职业认同的研究,其对象也往往集中于中小学教师。而高校教师作为典型知识型员工,其工作内容和工作方式与中小学教师有较大的区别,职业特征与其他知识性员工也有较大的差异。因此,本研究所探析的高校教师职业形象、工作自主性和组织环境对职业认同的影响关系,有助于教师心理研究成果的丰富。为高校管理者更多地从心理角度入手,采取全新的管理措施来提高教师的组织认同提供建议和新的思路。
(3)构建中国特色的高校教师职业认同与组织认同的概念模型,修订和开发了中国文化情景下高校教师的职业认同、组织认同、职业形象、组织环境和工作自主性的量表。在中国文化背景下,教师拥有不同的职业价值观和角色价值观,也拥有不同的组织认同。本研究在中国特定的文化背景下,考虑价值观、文化等方面的差异,来分析和研究职业认同如何从主观认知和心理态度变化影响组织认同,构建中国特色的高校教师职业认同与组织认同的概念模型,并通过自主修订和开发的量表进行了变量的测量和实证,为高校教师群体心理研究提供了新的概念模型和实证支持。
The rise and fall of the country is dependant on education. And educational equality and its high quality are new developing chances but also greater challenges facing the China Higher Education in its rapid development. Teachers play a role of great importance that is irreplaceable in improving the quality of education. However, as typical intellectual staff, the psychological requirements and work motivation of university teachers have their particularity. For this reason, not a few researchers have shown great attention to and carried out some study on the role-play, psychology, behavior, and management activities of university teachers, the specific occupational group.
With the development of identity theory, studies on the organizational identification and the professional identity of teachers, and the professional behavior of teachers initiated by identity have made some progress, providing extensive theoretical foundation for the management practice of university administrators. Given the current situation that many university teachers emphasize occupational attainment while having rather low recognition of their identity, and based on previous study results, the present research proposes the theme that by paying attention to the career development of the teachers and promoting their professional identity, we can reach the harmony between the individual and the organization and seek common development. On the basis of the Social Identity Theory and the Social Exchange Theory, this dissertation has a theoretical and practical survey of the relationship of the professional identity of the members of organizations and their organizational identification, as well as the influence of the psychological identity of the professional identity held by the members on the organization that they worked for, in hopes of enriching the theory of the area of identity, offering a brand new vision for the university organizational administrators to manage and motivate the teachers in their work and to fulfill the strategic target of promoting the educational quality of universities.
Grounded on document analysis and combining interview, this research has revised and devised the measurement scale of such variable as professional identity and organizational identification concerning this study, drawn up the primary questionnaire and revised and reached the formal questionnaire. Under the guidance of the devised sampling plan, we have got304effective questionnaires from35different universities. And we have applied the software of SPSS17.0and AMOS7to have an analysis and investigation of the sampling data:we have used the CFA and Regression Analysis to test the reliability of the measuring tool and the theoretical model and verified the study hypothesis this study proposed. According to the conclusion of the theoretical research, we have put forward some strategies and advice on management. The main body of the research include:(1) starting with the development situation of the reformation of college teaching, higher educational reforms and identity theory, the dissertation has discussed the background, the research significance, the technical line and research method, research outline and etc.(2) Having had a review of the Social Identity Theory and the Social Exchange Theory, we have sorted out, analyzed and summarized such variables as professional identity, organizational identification, professional image, work autonomy, and organizational environment involved in the research model.(3) in the light of extant researches, we have discussed and constructed a theoretical model concerning the relationship and the affecting factors of the professional identity of university teachers and the organizational identification.(4) this dissertation has also investigated the method of mathematical statistics that may be used in this research, revised and devised the primary questionnaire and tested the reliability and effectiveness of it, and based on which comes out the formal questionnaire. Based on the devised sampling method, we have collected data and we have arranged and analyzed the structure of the sampling.(5) we have further had a descriptive statistical analysis of the research data, and we have analyzed and testified the fitting case of the whole model. Moreover, we have applied the methods of correlation analysis and regression analysis to have an empirical study of the relationship of the variables.(6) we have also carried out a comparable study of the relationship of the varied characteristics of the demography and the study of variables, so that administrators can better obtain their management result by applying appropriate management means and motivation model to different teachers respectively.(7) we have discussed the result that the research aims to testify the hypothesis of the theoretical model. summed up the contribution of the research and had a strategic reflection of the relevant management activities of university administrators. Last but not least, we have analyzed the contribution of the present research and put forward some suggestions for further study.
The present research finds out that:(1) the professional image of university teachers has positive influence on the professional identity;(2) work autonomy also sheds a positive effect on the professional identity of university teacher;(3) the environment of the organization plays a positive role in influencing the professional identity of university teachers, and both the interior and the exterior environment have positive influence on their professional identity;(4) the organizational environment has a positive influence on the professional image of the teachers, also, the interior environment of the organization has a positive effect on the professional image of the teachers, and the exterior environment as well.(5) work autonomy has a positive effect on the organizational identification of university teachers.(6) both the organizational environment and the interior and the exterior environment of the organization have a positive effect on the organizational identification of university teachers.(7) the professional identity of university teachers have a positive influence on their organizational identification.(8) varied characteristics of demography have their effects on the professional identity, organizational identification, professional image, perception of the interior and the exterior environment of the organization, and work autonomy, moreover, the variables of the characteristics of varied demography under survey of different level differ from each other.
The creativity of the present research lies mainly in the three aspects as follows:
(1) we have studied the relationship of the professional identity and the organizational identification of the teachers, and we have discussed the common factors affecting the professional identity and the organizational identification of university teachers. So far, researches related to the organizational identification are abundant, but researches concerning the professional identity are relatively few. Although there are many scholars having devoted themselves to the discussion of the two identities respectively, not so many of them have delved into the relationship of the professional identity and the organizational identification of the staff. The present research targeting at looking at the relationship of the professional identity and the organizational identification of the teachers will contribute to our understanding and reorganization of the forming process of the professional and the organizational identification of the teachers and their interactions as well, which will be helpful for universities to enhance teachers' identity to the university on the psychological level.
(2) the present research has taken university teachers, this particular intellect group, as its target, and carried out its studies on the relationship of the professional identity and the organizational identification on the theoretical and practical levels. In view of the extant researching result, our study on the professional identity has focused on the groups of auditors and journalists and etc. The few scholars at home who have devoted themselves to the study of the professional identity of the teachers have usually concentrated on teachers in primary and middle schools. As typical intellectual staff, university teachers differ greatly from teachers in primary and middle schools both in the content and the way of their work. Therefore, the present research aiming to clarifying the affecting relationship of the professional image, work autonomy and organizational environment of university teachers to their professional identity will enrich the result of studies on teachers'psychology and will provide some advice and new explication for university administrators to adopt new management measures to promote the organizational identification of university psychologically.
(3) moreover, we have constructed a conceptual model with Chinese characteristics about the professional identity arid the organizational identification of university teachers. And we have developed some measuring forms of the professional identity, the organizational identification, the professional image, the organizational environment and work autonomy in the Chinese cultural context. In the context of the Chinese culture, university teachers have varied occupational concepts of value and different role concepts of value, and also they have different organizational identification. Based on the context of the Chinese culture, the present research has taken into consideration of the differences of concepts of value and culture and etc to analyze how professional identity influences organizational identification from the variety of the subjective cognition and mental attitude.
Through a reform of the design of the questionnaire and the research method, we have constructed a conceptual model of the professional identity and the organizational identification of university teachers with Chinese characteristics. Still, by measuring and testifying the variables of our independent revision and development of the measuring forms, we have provided some fresh conceptual model and positive support for the researches of group mind of university teachers.
随着认同理论的发展,关于教师组织认同、教师职业认同以及由认同而引发的教师职业行为的研究取得了一定程度的进展,为高校管理者的管理实践提供了较为广泛的理论基础。本研究在许多高校教师注重职业成就,却常常对所在组织的认同程度不高的现实情景下,基于前人的研究成果,提出了经由关注教师职业发展与提高教师的职业认同,进而获得更高程度组织认同,以形成教师个体与组织全面和谐,共谋发展的研究主题。本研究以社会认同理论和社会交换理论为基础,对组织成员职业认同与组织认同之间的关系,成员所拥有的职业认同对其所服务的组织的认同心理的影响机理进行了理论和实证研究,以期进一步丰富认同领域的研究理论,并为高校的组织管理者提供一个全新的视角,以有效管理和调动教师的工作积极性、实现提升高校办学质量的战略目标。
本研究在文献分析的基础上,结合访谈,修改和设计了本研究涉及的职业认同、组织认同等变量的测量量表,编制了本研究的初始调查问卷,修改并形成了正式问卷。在抽样方案的指导下,共获取了来自35所不同类别高校的304份有效问卷,并运用SPSS17.0和AMOS7软件,对样本数据进行了分析和研究：应用验证性因子分析方法和回归分析方法,检验测量工具和理论模型的信度和效度,验证了本研究出的研究假设。根据理论研究的结论,提出了管理对策和建议。主要研究内容包括：(1)从中国教学改革和高等教育改革以及认同理论的发展现状出发,论述了本研究的选题背景,研究意义、研究的技术路线与研究方法、研究结构等内容。(2)对社会认同理论、社会交换理论进行了回顾,并对研究模型中涉及到的职业认同、组织认同、职业形象、工作自主性和组织环境等变量进行了梳理、分析和总结。(3)根据已有的研究成果,研究并构建了高校教师群体的职业认同与组织认同的相互关系及其影响因素的理论模型。(4)讨论了研究中可能涉及到的数理统计方法,修订和设计了初始问卷并对初始问卷量表的信度和效度进行了检验,由此形成了正式问卷,按设计的抽样方法采集数据,并对数据进行了整理和样本结构分析。(5)对调研数据作了进一步描述性统计分析、各变量信度效度分析和检验,以及对整体模型的拟合情况进行了分析和检验,并运用相关分析和回归分析方法对变量之间的关系进行了实证。(6)对不同人口统计学特征与研究变量之间的关系进行比较研究,以便管理者对不同类型的教师个体采取适宜的管理手段和激励模型,更好地实现管理效果。(7)讨论了本研究对理论模型假设检验的结果,总结了研究的贡献,对高校管理者的相关管理活动进行了对策思考。最后分析了本研究的不足及未来研究建议。
研究结果表明：(1)高校教师职业形象对职业认同存在正向影响。(2)工作自主性正向影响高校教师的职业认同。(3)组织环境对教师的职业认同产生正向影响,其中,组织内部环境与组织外部环境两个维度均会对教师职业认同产生正向影响。(4)工作自主性对高校教师的组织认同存在正向影响。(5)组织环境以及组织内、外部环境两个维度均正向影响高校教师的组织认同。(6)高校教师的职业认同正向影响其组织认同。(7)不同的人口统计学特征对高校教师的职业认同、组织认同、职业形象、组织内外部环境感知以及工作自主性存在影响,各人口统计学特征不同水平下的研究变量之间也存在差异。
本研究的创新之处主要体现在如下三个方面。
(1)本研究对教师职业认同和组织认同的关系进行了研究,探讨了影响高校教师职业认同和组织认同的共同因素。目前关于组织认同的研究成果较为丰富,关于职业认同的研究相对较少。众多学者都是对这两种认同分别进行研究,较少有研究者对员工的职业认同与组织认同之间的关系进行深入研究。本研究对教师职业认同和组织认同关系的研究,有助于我们理解和认识教师职业认同和组织认同的形成过程以及二者之间的相互作用,有助于高校从心理层面入手增强教师对学校的认同。
(2)本研究以高校教师这一特殊的知识员工群体为对象,对其职业认同和组织认同的关系进行了理论研究和实证检验。从现有的研究成果分析,对职业认同的研究重点主要集中在审计师、记者等群体上,国内少有的学者对于教师职业认同的研究,其对象也往往集中于中小学教师。而高校教师作为典型知识型员工,其工作内容和工作方式与中小学教师有较大的区别,职业特征与其他知识性员工也有较大的差异。因此,本研究所探析的高校教师职业形象、工作自主性和组织环境对职业认同的影响关系,有助于教师心理研究成果的丰富。为高校管理者更多地从心理角度入手,采取全新的管理措施来提高教师的组织认同提供建议和新的思路。
(3)构建中国特色的高校教师职业认同与组织认同的概念模型,修订和开发了中国文化情景下高校教师的职业认同、组织认同、职业形象、组织环境和工作自主性的量表。在中国文化背景下,教师拥有不同的职业价值观和角色价值观,也拥有不同的组织认同。本研究在中国特定的文化背景下,考虑价值观、文化等方面的差异,来分析和研究职业认同如何从主观认知和心理态度变化影响组织认同,构建中国特色的高校教师职业认同与组织认同的概念模型,并通过自主修订和开发的量表进行了变量的测量和实证,为高校教师群体心理研究提供了新的概念模型和实证支持。
The rise and fall of the country is dependant on education. And educational equality and its high quality are new developing chances but also greater challenges facing the China Higher Education in its rapid development. Teachers play a role of great importance that is irreplaceable in improving the quality of education. However, as typical intellectual staff, the psychological requirements and work motivation of university teachers have their particularity. For this reason, not a few researchers have shown great attention to and carried out some study on the role-play, psychology, behavior, and management activities of university teachers, the specific occupational group.
With the development of identity theory, studies on the organizational identification and the professional identity of teachers, and the professional behavior of teachers initiated by identity have made some progress, providing extensive theoretical foundation for the management practice of university administrators. Given the current situation that many university teachers emphasize occupational attainment while having rather low recognition of their identity, and based on previous study results, the present research proposes the theme that by paying attention to the career development of the teachers and promoting their professional identity, we can reach the harmony between the individual and the organization and seek common development. On the basis of the Social Identity Theory and the Social Exchange Theory, this dissertation has a theoretical and practical survey of the relationship of the professional identity of the members of organizations and their organizational identification, as well as the influence of the psychological identity of the professional identity held by the members on the organization that they worked for, in hopes of enriching the theory of the area of identity, offering a brand new vision for the university organizational administrators to manage and motivate the teachers in their work and to fulfill the strategic target of promoting the educational quality of universities.
Grounded on document analysis and combining interview, this research has revised and devised the measurement scale of such variable as professional identity and organizational identification concerning this study, drawn up the primary questionnaire and revised and reached the formal questionnaire. Under the guidance of the devised sampling plan, we have got304effective questionnaires from35different universities. And we have applied the software of SPSS17.0and AMOS7to have an analysis and investigation of the sampling data:we have used the CFA and Regression Analysis to test the reliability of the measuring tool and the theoretical model and verified the study hypothesis this study proposed. According to the conclusion of the theoretical research, we have put forward some strategies and advice on management. The main body of the research include:(1) starting with the development situation of the reformation of college teaching, higher educational reforms and identity theory, the dissertation has discussed the background, the research significance, the technical line and research method, research outline and etc.(2) Having had a review of the Social Identity Theory and the Social Exchange Theory, we have sorted out, analyzed and summarized such variables as professional identity, organizational identification, professional image, work autonomy, and organizational environment involved in the research model.(3) in the light of extant researches, we have discussed and constructed a theoretical model concerning the relationship and the affecting factors of the professional identity of university teachers and the organizational identification.(4) this dissertation has also investigated the method of mathematical statistics that may be used in this research, revised and devised the primary questionnaire and tested the reliability and effectiveness of it, and based on which comes out the formal questionnaire. Based on the devised sampling method, we have collected data and we have arranged and analyzed the structure of the sampling.(5) we have further had a descriptive statistical analysis of the research data, and we have analyzed and testified the fitting case of the whole model. Moreover, we have applied the methods of correlation analysis and regression analysis to have an empirical study of the relationship of the variables.(6) we have also carried out a comparable study of the relationship of the varied characteristics of the demography and the study of variables, so that administrators can better obtain their management result by applying appropriate management means and motivation model to different teachers respectively.(7) we have discussed the result that the research aims to testify the hypothesis of the theoretical model. summed up the contribution of the research and had a strategic reflection of the relevant management activities of university administrators. Last but not least, we have analyzed the contribution of the present research and put forward some suggestions for further study.
The present research finds out that:(1) the professional image of university teachers has positive influence on the professional identity;(2) work autonomy also sheds a positive effect on the professional identity of university teacher;(3) the environment of the organization plays a positive role in influencing the professional identity of university teachers, and both the interior and the exterior environment have positive influence on their professional identity;(4) the organizational environment has a positive influence on the professional image of the teachers, also, the interior environment of the organization has a positive effect on the professional image of the teachers, and the exterior environment as well.(5) work autonomy has a positive effect on the organizational identification of university teachers.(6) both the organizational environment and the interior and the exterior environment of the organization have a positive effect on the organizational identification of university teachers.(7) the professional identity of university teachers have a positive influence on their organizational identification.(8) varied characteristics of demography have their effects on the professional identity, organizational identification, professional image, perception of the interior and the exterior environment of the organization, and work autonomy, moreover, the variables of the characteristics of varied demography under survey of different level differ from each other.
The creativity of the present research lies mainly in the three aspects as follows:
(1) we have studied the relationship of the professional identity and the organizational identification of the teachers, and we have discussed the common factors affecting the professional identity and the organizational identification of university teachers. So far, researches related to the organizational identification are abundant, but researches concerning the professional identity are relatively few. Although there are many scholars having devoted themselves to the discussion of the two identities respectively, not so many of them have delved into the relationship of the professional identity and the organizational identification of the staff. The present research targeting at looking at the relationship of the professional identity and the organizational identification of the teachers will contribute to our understanding and reorganization of the forming process of the professional and the organizational identification of the teachers and their interactions as well, which will be helpful for universities to enhance teachers' identity to the university on the psychological level.
(2) the present research has taken university teachers, this particular intellect group, as its target, and carried out its studies on the relationship of the professional identity and the organizational identification on the theoretical and practical levels. In view of the extant researching result, our study on the professional identity has focused on the groups of auditors and journalists and etc. The few scholars at home who have devoted themselves to the study of the professional identity of the teachers have usually concentrated on teachers in primary and middle schools. As typical intellectual staff, university teachers differ greatly from teachers in primary and middle schools both in the content and the way of their work. Therefore, the present research aiming to clarifying the affecting relationship of the professional image, work autonomy and organizational environment of university teachers to their professional identity will enrich the result of studies on teachers'psychology and will provide some advice and new explication for university administrators to adopt new management measures to promote the organizational identification of university psychologically.
(3) moreover, we have constructed a conceptual model with Chinese characteristics about the professional identity arid the organizational identification of university teachers. And we have developed some measuring forms of the professional identity, the organizational identification, the professional image, the organizational environment and work autonomy in the Chinese cultural context. In the context of the Chinese culture, university teachers have varied occupational concepts of value and different role concepts of value, and also they have different organizational identification. Based on the context of the Chinese culture, the present research has taken into consideration of the differences of concepts of value and culture and etc to analyze how professional identity influences organizational identification from the variety of the subjective cognition and mental attitude.
Through a reform of the design of the questionnaire and the research method, we have constructed a conceptual model of the professional identity and the organizational identification of university teachers with Chinese characteristics. Still, by measuring and testifying the variables of our independent revision and development of the measuring forms, we have provided some fresh conceptual model and positive support for the researches of group mind of university teachers.
引文
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