非公费师范生从教意愿动态变化的影响因素与作用机制--基于计划行为理论的实证分析

Influencing Factors and Occurrence Mechanism of the Dynamic Changes in Willingness to Teach Among Non-State-Funded Normal Students--An Empirical Analysis Based on Planned Behavior Theory

研究在计划行为理论视角下,基于H省三所本科师范院校应届非公费师范毕业生问卷调查数据,对非公费师范生在读期间从入学之初至毕业前夕从教意愿动态变化的类型、影响因素和作用机制进行了实证分析。研究发现,非公费师范生在读期间从教意愿动态变化有积极稳定型、正向转变型、负向逆差型和消极维持型四种,其动态变化的影响因素有关键教学事件、重要他人和职业引力。影响因素的作用机制是理论学习、教育实习和社会实践等关键教学事件对非公费师范生从教意愿动态变化产生直接影响,重要他人不仅产生直接影响,而且通过从教主观规范产生间接影响,非公费师范生从教意愿动态变化实际上是影响因素对其从教行为态度、知觉行为控制和从教主观规范产生作用的结果。基于研究发现,研究提出强化关键教学事件影响、发挥重要他人主观规范效应等提升非公费师范生从教意愿的对策。

From the perspective of planned behavior theory,and based on the questionnaire survey data of non-state-funded normal college graduates from three normal colleges in H province,the paper makes an empirical analysis on the types,influencing factors and occurrence mechanism of the dynamic changes in willingness to teach among non-state-funded normal students from the beginning of their enrollment to the eve of graduation.It is found that there are four types of dynamic changes in willingness to teach during their studies:positive stability,positive transformation,negative deficit and negative maintenance,and the influencing factors include key teaching events,significant others and professional attraction.The mechanism of influencing factors involve key teaching events,such as theoretical study as well as educational and social practice,directly affecting the dynamic changes in willingness to teach among non-state-funded normal students.Meanwhile,significant others not only had a direct but also indirect impact through the subjective norms of teaching.The dynamic changes in willingness to teach among non-state-funded normal students are the result of the interaction between influencing factors and their attitudes towards teaching,perceived behavioral control,and subjective norms.Based on the findings,this paper puts forward some strategies to enhance the teaching willingness of non-state-funded normal students by strengthening the influence of key teaching events and exerting the effect of subjective norms from significant others.