乡村小学青年教师任教动机与职业幸福感的关系:基于自我决定理论的聚类分析

The Relationship Between Teaching Motivation and Occupational Well-being of Young Teachers in Rural Primary Schools:A Cluster Analysis Based on Self-Determination Theory

区分和识别乡村小学青年教师潜在群体类型是优化教师补充机制,分类施策提升教师职业幸福感的重要突破口。研究采用东、中、西三个地区18省35县7606名乡村小学青年教师调查数据,以自我决定理论作为任教动机概念框架,通过以“教师为对象”的Q型聚类分析得到“随波逐流型”“自我实现型”“生活享乐型”“自我控制型”和“外控成就型”五种乡村任教动机类型。研究发现:(1)任教动机中的自主性程度越高的教师,其职业幸福感越强,且去动机因素显著负向预测教师职业幸福感;(2)不同潜在类型教师的任教动机呈现多重异质性,在选拔来源、学历水平、父母家庭地址、父母经济状况、家庭与学校距离之间的分布呈现峰谷交叠态势;(3)不同任教动机类型(工作取向)的教师职业幸福感存在显著差异。

Distinguishing and identifying the potential group types of young teachers in rural primary schools is an important breakthrough for optimizing the teacher replenishment mechanism and implementing classified policies to improve teachers’professional well-being.This study uses the survey data of 7606 young teachers of rural primary schools in 35 counties of 18 provinces in the eastern,central and western regions,and it takes the self-determination theory as the conceptual framework of teaching motivation.Through the Q-cluster analysis of the research subjects,five types of teaching motivation are obtained:“drifting along”,“self-actualization”,“pursuing hedonic goalin life”,“self-control”and“external control achievement”.The research findings are as follows:(1)the higher the degree of autonomy in the teaching motivation,the stronger the professional well-being,and the de-motivation factor significantly negatively predicts the professional well-being of teachers;(2)the teaching motivation of different potential types of teachers presents multiple heterogeneity,and the distribution of selection source of young teachers,their educational level,their parents’home address,their parents’economic status,and distance between family and school presents a trend of overlapping peaks and valleys;(3)there exist significant differences in teachers’occupational well-being among teachers of different teaching motivation types(work orientation).