The Study Of Young University Teachers’ Talent Motivation

It is well-known that the core of today’s world competition is the competition of science and technology. It is also obvious that the development of science and technology relies heavily on the development of talents in various fields. By this reasoning, the talent development is the results of intensive education, thus refocusing the essence of the problem into the educator. As President Xi Jinping stressed: “Educators play a vital role in the success of innovative education. They bear great responsibility for the hope of this country and the future of the nation. It is the key question related to national prosperity, social development and progress whether a generation after generation of students will become creative talents.” Thus we can see the importance of teachers in the process of social and historical development.In recent years, with the enrollment expansion and disciplinary development, the number of teachers in colleges and universities are also expanding rapidly. More and more young people join the ranks of teachers and become the new force in this group. Not only are the young teachers large in numbers, they are also educated, competent, full of new ideas, have strong desires for success with unlimited vigor and vitality, thus having great potentiality for future development. Therefore the status of young teachers is directly related to the development of higher education and the cultivation of national talent. With their development problem becoming increasingly prominent, there have been a surge of academic studies. However, the essence, or the nature of the development of young teachers and the fundamental problems to be solved in the process of development have not been addressed. This paper argues that the comprehensive development to become a talent, a professional and a success is the intrinsic nature of young teacher development. It is both the standard to measure and the path to achieve the development goal. The key to solve the fundamental problems of young teacher development lies in talent motivation. Thus this studies of young university teachers’ motivation to become talent has important theoretical and practical significance.Young university teachers’ motivation to become talent is a theoretical problem as well as a practical one. From the theoretical point of view, the creation and development of young college teachers’ motivation to become talent is a complex system. It needs to build a theoretical framework to reveal the internal mechanism of generation of talent motivation, to clarify the source and the influencing factor of talent motivation, to achieve rational deconstruction and structured analysis of the dynamics in the talent motivations. Only in this way can we understand the basic theoretical issues in depth regarding the what, why, and how. From the practical point of view, young university teachers’ talent motivation issue must confront the present situation of this group. Known as the “Green Pepper”, many young college teacher face huge difficulties in survival and further development. They are considered as the marginalized groups, isolated or scattered at the edge of the field by visible or invisible force and have to deal with enormous pressure in their way to the top. As a result, this study must proceed with reality, present the status quo of young college teachers with integrity and accuracy, reveal the existing problem and lay the ground for countermeasure study with theoretical analysis.The basic idea of this study is formed based on the examination of the macro background and the understanding of basic questions of the young university teachers’ talent motivation. The research logic embodied in the content of this study is as follows:The Introductory part focuses on the literature review and analysis on the origin and the current research status of the young teachers’ talent motivation. We propose research ideas and methods of the study and elaborates on the innovations of the research as well as the important and difficult points.Chapter 1 aims at clarifying the three different schools of theory, which are traditional Chinese talent motivation theory, western talent motivation theory and Marxism theory of man’s all-round development, in view to revealing their respective differentiations existing in the following aspects: the viewpoint of the research, speculative orientation and the theoretical value, etc. Chapter 1 carried out in-depth analysis on Marxism theory of man’s all-round development, which laid the theoretical foundation and accumulated theoretical resources for the entire study.Chapter 2 proceeds from the present situation of young university teachers’ talent motivation. It defines the core concepts like young college teachers, young college teachers being talent and young college teachers’ talent motivation. It anatomizes the characteristic of the young college teachers’ need for talent motivation into four parts, which are high-level, spiritual-driven, phrase-wise material demand and with the dynamic difference. It breaks down the talent motivation into four basic forms: natural motivation, social motivation, spiritual motivation and environmental motivation. Then it summarize the group characteristics of talented young college teacher and revealed it in four dimensions, which are high ability, high salary, high position and high EQ. This chapter completes the theoretical abstraction about the what and how in young college teachers’ talent motivation using the perspective of general theory.Chapter 3 carries out empirical research on young college teachers’ talent motivation dynamics based on the general theoretical analysis in Chapter 2. Not only does this chapter verifies the theoretical analysis in the previous chapter but also forms a clearer understanding about the basic situation of young university teachers, the need for the talent motivational strategy and the elements affecting the young college teachers being talent. This chapter grasps the similarities and differences between all kinds of motivations for young college teachers to be talents, and points out the constraints in talent motivations with dynamic differences. This chapter provides realistic materials and research basis for the study.Chapter 4 tries to construct the theoretic analytical framework for the generation and development of young college teachers’ talent motivation, using the previous theoretical analysis and empirical research. It reveals the basic elements in the young college teachers’ talent motivation with systematic thinking, which are element of professional quality, element of talent cultivating objective, element of desire, element of attitude, and element of behavior. It refines the way those elements structures together which can be summarized as the following: professional quality is the foundation of the talent motivation formation, talent cultivating objective is the guide in the talent motivation formation, desire is the driving force in the talent motivation formation, attitude is the key to the talent motivation formation, behavior is the means to form talent motivation. It then extracts the information on the mechanism of creating the young college teachers’ talent motivation, and comes to the conclusion that it will need the combined efforts of an unfulfilled need, a triggered desire, a spiritual stimulation and a cultivating environment for the mechanism to fully function.Chapter 5 discussed the practical strategy to stimulate and elevate the young college teachers’ talent motivation, with a focus on the problems of the current young college teachers’ talent motivation process. It strives to construct a new and efficient mechanism for human resource work and ideological and political work. This chapter also tries to inspire, motivate and improve the young college teachers’ talent motivation and to expand its realm, eventually to promote the healthy growth of young teachers in colleges and universities.