Research On The Motivation Factors And Performance Of University Teachers Based On The Group Characteristics

With the rapid expansion of universities’scale and constant increase in invested educational resources, all circles of the society have paid more and more attention to performances of universities. University teachers are the most basic units of work, so their relatively outstanding job performances are fundamental for guaranteeing universities’improvement of their overall performances.As university teachers with high human capital, on one hand, they are highly confident and self-esteemed with great subjective initiatives; on the other hand, their work is essentially creative and carried out in diversified flexible manners with long-term cumulative performances. As a consequence, how to constantly improve performances of university teachers has become a concern of higher education managers. University teachers’performances aren’t only impacted by their intrinsic personalities and characters, but also affected by external policies, systems, evaluations and other factors. Over the past few years, various policies, measures or incentives have been constantly launched in universities, in an attempt to improve performances of university teachers, whereas some incentives are ineffective. Therefore, what incentive factors affect college teachers how is the incentive level of university teachers currently, how different incentives affect college teachers’performance, and the characteristics of different groups of university teachers group for each performance incentive path of significant issues are to be further studied and discussed.This study based on the research of university teachers’performance and motivation, conducted on-site interviews and questionnaire survey, designed motivation scale for university teachers, and tested the reliability and validity of the scale, using exploratory factor analysis and confirmatory factor analysis to form the structure dimension of university teachers’extrinsic motivation and intrinsic motivation, reoccupy convergent validity and differentiate validity of scale validation, and based on two perspectives of extrinsic motivation and intrinsic motivation, build the college teachers performance incentive model, analysis and validation, respectively, the university teachers’ extrinsic motivation and intrinsic motivation of each dimension of talents cultivation, scientific research and academic and social service performance and affect the path.In the end, based on the group characteristics of teachers in colleges and universities, and analyze the significance of performance incentive path of different teacher groups, understand the different characteristics of college teachers’ sensitivity and effectiveness of the group of performance incentives.Maintain contribution of this study reflected in the following points:(1) Designing and developing University teacher’s motivation scale. This study design and develop college teacher’s performance motivation scale by the method of empirical analysis. This scale can be used to analyze the incentive of college teachers, and offer college managers a effective way of understanding the status of college teachers incentive. (2) Constructing performance incentive model. We can be shown clear correlation between different incentives for different performance by building the model between extrinsic motivation, intrinsic motivation and college teachers performance path model,which ca help college managers formulate more reasonable and effective incentive mechanism. (3) Based on the empirical studies have found that several important conclusions of ordinary universities and colleges of undergraduate course (ordinary undergraduate course colleges and universities in this study refers to the 985,211 undergraduate course colleges and universities).First of all, evaluation incentive has a significant effect on cultivation of talents, but no significant to scientific research and academic performance improvement. This with the current practice of most ordinary universities and colleges of undergraduate course is inconsistent. Second,we found the social incentive is the only one in talents cultivation, scientific research and academic and social service performance all exert significant impact on incentives (social incentives mainly refers to the outside world to the university teacher’s trust, support and respect).Finally, social service performance of ascension related to extrinsic motivation was not significant, which only with the intrinsic motivation of social incentive has significant positive correlation. These important findings provides an important reference for the management of colleges and universities to develop more pertinence and effectiveness of incentives to enhance the level of university teachers’ work, enthusiasm and performance.