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- 저자 : 요려아 (검색결과 1 건)
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요려아 세한대학교 일반대학원 2020 국내박사
The purpose of this study is to investigate the relationships of policy acceptance degree, teaching motivation, and teachers’ professional identity of FTNUS (Free Tuition normal university students), including the significant differences between demographic groups in these three variables, and the relationship between them, especially the intermediary role of teaching motivation between policy acceptance degree and teachers’ professional identity so that to build an intermediary model. On this basis, suggestions to improve the teachers’ professional identity of FTNUS will be put forward. This paper mainly used the literature methods, questionnaire survey, and interview, selected 528 FTNUSs from 5 universities in Jilin Province as sample, collected data through three self-developed questionnaires and used SPSS 24.0 for statistics. The research results of this study are as follows: Firstly, the policy acceptance degree of FTNUS is affected by variables such as grades and application reasons. In regards of grades, freshmen score significantly higher than juniors in the overall score of policy acceptance degree. In the dimension of incentive policy, freshman students score significantly higher than seniors. In the dimension of regulatory policy, freshman students score significantly higher than juniors. In the dimension of capacity-building policy, junior students are significantly higher than seniors. Regarding application reasons, for total score of policy acceptance degree and the dimensions of regulatory policy and capacity-building policy, those students who applied for teacher education major on their own wills score significantly higher than students who applied on their parents’ wishes and for other reasons. The policy acceptance degree of FTNUS is not affected by variables such as gender, major, origin of students, and whether they are only-child or not. The teaching motivation of FTNUS is affected by variables such as grades, majors, students origin, only-child or not and application reasons. Regarding grade, in the occupational utility value dimension, freshmen score is significantly higher than senior. In the aspect of majors, students of science and engineering score significantly higher than those of liberal arts in total score of teaching motivation, occupational utility value dimension, and self-efficiency dimension. In regard of origin of students, urban students score significantly higher than township and rural students in the occupational utility value dimension. In terms of only-child or not, in social experiences dimension, only-child students’ score are significantly higher than that of non-only-child. In respect of application reasons, students who applied for the teacher education major on their own will score significantly higher than those who applied both on their parents’ wishes and for other reasons in the total score of teaching motivation, occupational utility value dimension, intrinsic occupational interests dimension, and self-efficacy dimension. In the social experiences dimension, the students who apply on their own wishes score significantly higher than both those on their parents’ will and for other reasons, and students applying on their parents’ will score significantly higher than those for other reasons. The teaching motivation of FTNUS is not affected by gender variable. The teachers’ professional identity of FTNUS is affected by variables such as majors and application reasons. In regard of the variable of majors, students in science and engineering majors score significantly higher than those in liberal arts in total score of professional identity, vocational value recognition dimension, occupational behavioral tendency dimension, and occupational will tendency dimension. In terms of application reasons the students who applied on their own will score significantly higher than those on their parents’ wishes and those for other reason in total score of teachers’ professional identity, the dimension of occupational value recognition, the dimension of occupational behavioral tendency, and the dimension of occupational emotional experience. In the occupational will tendency dimension, students who applied on their own wishes score significantly higher than those on their parents’ wishes and those for other reasons, and students who applied on their parents’ wishes score significantly higher than students who applied for other reasons. The teachers’ professional identity of FTNUS is not affected by variables such as genders, grades, origin of students, and only-child or not. Secondly, all are significantly positively correlated: FTNUSs’ policy acceptance degree as well as its each dimension including incentive policy, regulatory policy, and capacity-building policy, teaching motivation as well as its each dimension including occupational utility value, intrinsic occupational interests, social experiences, and self-efficacy, and teachers’ professional identity as well as its each dimension including vocational value recognition, occupational behavioral tendency, occupational will tendency and occupational emotional experience. Thirdly, the three factors of policy acceptance degree have a positive impact on FTNUSs’ professional identity, and the contribution rate from high to low is capacity-building policy, regulatory policy, and incentive policy. The four factors of teaching motivation have a positive impact on teachers’ professional identity, and their contribution rate in descending order is intrinsic occupational interests, occupational utility value, self-efficacy, social experiences. Fourth, teaching motivation plays partial intermediary role between policy acceptance degree and teachers’ professional identity. Recommendations are made to improve FTNUSs’ teachers’ professional identity from the three levels of country, universities and individual. First of all, the country should take various measures to enhance the attraction of teacher career. Specifically, improve the FTNUS education policy, strengthen policy publicity, and improve professional status of teachers. Secondly, universities should provide good services to increase the sense of achievement of FTNUS. Specifically, it can be achieved by formulating a reasonable mechanism of free entry and exit for FTNUSs and carrying out an all-round reforms of talents training process, including curriculum reform, talent training model innovation, reward and incentive mechanism improvement, and good employment services. At last, individuals should develop their own initiatives and form noble professional values. Specifically, it includes reasonable positioning to improve their professional awareness, strengthening professional training to improve their professional efficiency, receiving frustration education to cultivate their professional will and cultivating professional ideals to form correct professional values.
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