广东白云学院教师薪酬激励机制研究
摘要
广东白云学院自1989年开办至今,在广东民办高校中处于领先地位,特别是职业教育,在全国高校都具有鲜明的特色。2005年,广东白云学院被教育部批准为普通本科院校。作为一所新的本科院校,广东白云学院的特色、优势只是相对于高等职业教育而言,而对于普通本科教育则是全新的挑战。这些特色、优势如果不能很好的转化为动力,不但不能促进学校的发展,反而会阻碍学校的发展。所以,广东白云学院要想在普通本科教育办出特色、办出优势、办出知名度,必须重塑教师团队,打造一支师德高尚、业务精良、创新卓越的高素质教师队伍。教师队伍的重塑意味着学院的薪酬制度不仅能够稳定现有教师队伍,特别是能够留住高能力、高学历、高职称的教师,同时,还要能吸引其他高校的高素的教师的加入。所以,研究学院的薪酬制度、建立一套科学合理、行之有效的教师薪酬激励机制具有非常重要的现实意义。
本文以广东白云学院为研究对象,运用激励理论以及薪酬理论,采用实证调查分析等方法,在分析学院现行薪酬制度存在的问题及其原因基础上,提出了构建学院教师薪酬激励机制的具体步骤和内容：首先提出教师薪酬激励机制的目标是以学院发展战略为核心、重塑一支能满足普通本科教育需要的教师队伍；同时指出在构建教师薪酬激励机制时必须遵循目标原则、公平原则、激励原则、竞争原则等；其次是运用要素计点法来分别确定教师的岗位工资、绩效工资、特殊岗位津贴的薪酬水平；然后从岗位工资、绩效工资、特殊岗位津贴等方面入手设计了教师的薪酬激励机制；最后从人力资源管理和福利制度这两个方面提出教师薪酬激励机制构建的保障措施。
Guangdong Baiyun Institute has run since 1989, in Guangdong, a leading private universities, especially vocational education, universities in the country has distinct features. In 2005, Guangdong Baiyun Institute of the Ministry of Education approval for the ordinary colleges and universities. As a new university, Guangdong Baiyun Institute of features, advantage is merely relative to the higher vocational education, and for general undergraduate education is a new challenge. These features, advantages, if not well into a driving force not only failed to promote the development of schools, it will hinder the development of the school. Therefore, Guangdong Baiyun Institute succeed in general undergraduate education unique, do the advantages of running out of awareness, teachers need to reshape the team, build a ethical, professional and sophisticated, high-quality innovation and excellent teachers. Rebuilding means that college teachers pay system not only to stabilize the existing teachers, in particular, is able to retain high-capacity, highly educated teachers titles, while still able to attract other colleges and universities the quality of its teachers to join. Therefore, the Research Institute of the pay system, to establish a scientific and rational, effective teacher incentive pay has a very important practical significance.
In this paper, Guangdong Baiyun Institute for the study, incentive theory, and compensation theory, using empirical analysis, investigation, Institute of the existing remuneration system in the analysis problem and the reasons put forward based on the Institute of teacher salaries and incentives build concrete steps and:first make teacher pay incentives aim at the core of faculty development strategies, reshaping a general undergraduate education to meet the needs of teachers; also pointed out that the salaries of teachers in the building incentive mechanism must follow the targets and principles of fairness, incentive principle, the principle of competition, etc.; followed by the total point method using elements of the respective positions of teacher salaries, performance pay, special pay post allowance level; and from the post salary, performance pay, special post allowances and other aspects of the design of the salaries of teachers incentives; last from human resources management and welfare system both teacher pay incentives put forward build safeguards.
本文以广东白云学院为研究对象,运用激励理论以及薪酬理论,采用实证调查分析等方法,在分析学院现行薪酬制度存在的问题及其原因基础上,提出了构建学院教师薪酬激励机制的具体步骤和内容：首先提出教师薪酬激励机制的目标是以学院发展战略为核心、重塑一支能满足普通本科教育需要的教师队伍；同时指出在构建教师薪酬激励机制时必须遵循目标原则、公平原则、激励原则、竞争原则等；其次是运用要素计点法来分别确定教师的岗位工资、绩效工资、特殊岗位津贴的薪酬水平；然后从岗位工资、绩效工资、特殊岗位津贴等方面入手设计了教师的薪酬激励机制；最后从人力资源管理和福利制度这两个方面提出教师薪酬激励机制构建的保障措施。
Guangdong Baiyun Institute has run since 1989, in Guangdong, a leading private universities, especially vocational education, universities in the country has distinct features. In 2005, Guangdong Baiyun Institute of the Ministry of Education approval for the ordinary colleges and universities. As a new university, Guangdong Baiyun Institute of features, advantage is merely relative to the higher vocational education, and for general undergraduate education is a new challenge. These features, advantages, if not well into a driving force not only failed to promote the development of schools, it will hinder the development of the school. Therefore, Guangdong Baiyun Institute succeed in general undergraduate education unique, do the advantages of running out of awareness, teachers need to reshape the team, build a ethical, professional and sophisticated, high-quality innovation and excellent teachers. Rebuilding means that college teachers pay system not only to stabilize the existing teachers, in particular, is able to retain high-capacity, highly educated teachers titles, while still able to attract other colleges and universities the quality of its teachers to join. Therefore, the Research Institute of the pay system, to establish a scientific and rational, effective teacher incentive pay has a very important practical significance.
In this paper, Guangdong Baiyun Institute for the study, incentive theory, and compensation theory, using empirical analysis, investigation, Institute of the existing remuneration system in the analysis problem and the reasons put forward based on the Institute of teacher salaries and incentives build concrete steps and:first make teacher pay incentives aim at the core of faculty development strategies, reshaping a general undergraduate education to meet the needs of teachers; also pointed out that the salaries of teachers in the building incentive mechanism must follow the targets and principles of fairness, incentive principle, the principle of competition, etc.; followed by the total point method using elements of the respective positions of teacher salaries, performance pay, special pay post allowance level; and from the post salary, performance pay, special post allowances and other aspects of the design of the salaries of teachers incentives; last from human resources management and welfare system both teacher pay incentives put forward build safeguards.
引文
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[2]Kingsley Bany. Are private universities the solution to the higher education crisis insub-Saharan African[J]. Higher Education Policy, Volume 14, Issue 2, June 2001, Pages 161-174
[3]Hargeraves, Andy. The Emotional Practice of Teaching. Teaching and teacher Education, 14/8,1998, Pages 835-854
[4]Latham, Andrew S. Teacher Satisfaction. Educational Leadership, Vol.55,1998, Pages 82-83.
[5]李文荣.高校教师薪酬激励机制现状、问题及对策研究[J].农业教育研究,2009,01.
[6]张春楼.高校薪酬激励机制理论研究[J].辽宁电视大学学报,2009,02.
[7]戴雯.基于人力资源理论的高校教师薪酬激励机制研究[J].长春理工大学学报,2009,01.
[8]王梓伟.民办高校教师有效激励机制研究[J].科技资讯,2009,08.
[9]张琪.民办高校师资激励问题研究[J].科持情报开发与经济,2009,11.
[10]刘宇.民办高校教师激励机制研究[J].生产力研究,2008,10.
[11]王玲利.民办高校外聘教师有效激励方式[J].人力资源开发,2007,12.
[12]苏峻.薪酬机制对教师行为模式、激励和绩效影响的研究[J].生产力研究,2008,13.
[13]赵森.构建激励机制下的高校薪酬新设计[J].人才资源研究,2008,03.
[14]许志国.高校教师薪酬激励机制研究[J].边疆经济与文化,2007,09.
[15]曾雪珊.我国高校教师薪酬制度存在的问题与对策研究[J].江西师范大学学报,2007,02.
[16]徐锋.高校教师薪酬激励机制存在的问题与对策研究[J].教育与职业,2007,01.
[17]苏尚宏.高校教师激励机制探讨[J].太原科技大学学报,2009,02.
[18]邢志杰.浅议高校岗位津贴制度的激励机制[J].中为高等教育,2005,21.
[19]盛海波.高校引进人才的激励性策略研究[J].教育探索,2009,04.
[20]重庆大学.高校教师激励管理现状及对策[J].中国高校师资研究,2007,02.
[21]郑崇辉.高校教师激励机制现状分析及对策研究[J].黑龙江社会科学,2008,01.
[22]李俊良.高校人力资源激励研究综述[J].生产力研究,2008,13.
[23]马红梅.教学型高校教师激励体制的中外比较研究[J].吉林省教育学报,2008,07.
[24]刘利.对现行高校薪酬体系的思考[J].西南农业大学学报,2009,09.
[25]付红兵.江西地方高校教师薪酬管理存在的问题及对策[J].科技信息,2008,06.
[26]唐善茂.深化高校教师薪酬制度改革的几点建议[J].科技信息,2008,08.
[27]刘翠兰.激励理论多视角化的比较研究对民办高校教师激励的启示[J].当代教育科学,2009,03.
[28]肖卫东.高校薪酬设计与优化研究[J].江西理工大学学报,2007,01.
[29]王云丰.建立高校全面薪酬制度的新视角[J].高等教育研究,2005,01.
[30]吕航.不同业绩津贴类型对高校教师激励效果的影响[J].南通大学学报,2007,01.
[31]高晶.国外高校薪酬制度发展趋势及对我国高校薪酬制度改革的若干启示[J].科教纵横,2008,07.
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[33]陈建荣.改制型高校薪酬制度设计探析[J]浙江师范大学学报,2007,05.
[34]宫华平.高校激励型薪酬体系设计[J].人力资源开发,2008,10.
[35]王报平.美国公立高校教师薪酬公平法律保障据分析[J].比较教育研究,2007,07.
[36]李志敏.非营利知识型组织柔性绩效评价与超契约激励研究[D].2007,06.
[37]马跃如.高等学校教师激励研究[D].2006,12.
[38]王慧.高校教师职务聘任改革研究[D].2007,03.
[39]吕杰.中国高等学校教师人力资本开发模式研究[D].2006,06.
[40]王勇明.中国高校教师激励机制实证研究[D].2007,06.