为何而教:我国高校教师教学动机的类型与作用

Teach for What:Types and Effects of Teaching Motivation among Chinese University Teachers

教学动机是驱使教师开展教学的内在动力,深刻影响着教师的教学投入、教学质量以及专业发展。基于全国311所本科高校9145名教师的调查数据,采用潜在剖面分析方法首次系统考察我国高校教师教学动机的类型、作用及分布特征。结果发现,我国高校教师的教学动机可以分为自主受控混合型、相对自主动机型、相对受控动机型、相对去动机型、去动机型五种类型。其中,自主动机和受控动机双高的混合型教师综合表现最好,去动机型的教师综合表现最差。自主动机越高,教师的表现越好;去动机越高,教师的表现越差;受控动机则需要与高自主动机结合才能发挥积极作用。各类型教师在不同性别、职称、学历、学科、学校性质上的分布具有显著差异。研究结果为识别教师教学动机提供了一个简明有效的框架,高校应据此探明教师的教学动机状况,努力激发内在动机,重视外在动机,降低去动机,塑造优势动机类型,并依据个体差异采取针对性措施解决部分教师教学动机不足的问题。

Teaching motivation is the intrinsic drive that compels teachers to engage in teaching,profoundly influencing their teaching engagement,instructional quality,and professional development.Based on a survey of 9,145 university teachers from 311 universities across the nation,this study adopts latent profile analysis to investigate the types,effects,and distribution of teaching motivation among Chinese university teachers.The findings reveal five distinct types of teaching motivation:combined controlledautonomous motivation,relatively autonomous motivation,relatively controlled motivation,relatively amotivated motivation,and amotivated motivation.Among these,teachers with a mixed profile of high autonomous and controlled motivation exhibit the most favorable overall performance,while those with amotivated motivation demonstrate the poorest performance.Higher levels of autonomous motivation correspond to better teacher performance,whereas higher levels of amotivation are associated with poorer performance.Controlled motivation exerts a positive impact only when combined with high levels of autonomous motivation.Significant differences are observed in the distribution of these motivation types across dfferent demographic factors,including gender,professional title,academic qualification,discipline,and university owner.The study provides a concise and effective framework for identifying teaching motivation.Universities should use this framework to assess their teachers'teaching motivation.as well as stimulate intrinsic motivation,pay attention to extrinsic motivation,reduce amotivation,and cultivate superior motivational types.Tailored measures can be adopted to address deficiencies in teaching motivation among individual teachers based on their characteristics.