Towards Positive Organizational Behavior:a Study Of The Comprehensive Performance Incentive System For Secondary Vocational Teachers

Performance-based salary system,which has been implemented since 2009,as an important salary system designed for teacher performance management in China,has become a real problem for school administrators at all levels for many reasons.After nearly a decade of imitation,reference and exploration of the implementation of vocational education,the performance-based salary system of secondary vocational schools is also in a real dilemma:the system fails to play a leverage role.Secondary vocational school teachers under the existing performance wage incentive system lack of enthusiasm for work,only satisfied with some short-term,dominant and utilitarian work,which undoubtedly to the cause of secondary vocational education in the longterm and high-quality development has brought serious hidden dangers.So,can the performance-based salary system in secondary vocational schools stimulate teachers’ enthusiasm? What kind of performance incentive system can fully stimulate teachers’ enthusiasm and improve teachers’ work efficiency? In order to effectively solve these problems,this study focuses on the performance incentive system of teachers in secondary vocational schools,takes the dilemma of performancebased salary system as the entry point;follows the research idea of "asking questions-analyzing problems-solving problems";makes comprehensive use of interdisciplinary knowledge such as educational management,psychology and organizational behavior,adopts diversified perspective;uses literature research method,questionnaire and interview research method,case study method and comparative research method;in order to explore the theoretical framework and practical countermeasures of teacher performance incentive in secondary vocational schools.First of all,constructs teachers’ performance incentive framework in secondary vocational school.Guided by complex human hypothesis theory,Porter-Lawler model motivation theory and positive organizational behavior theory,this paper focuses on the performance incentive problem of teachers in secondary vocational schools;analyzes the psychological characteristics of teachers’ individual positive effectiveness in the organization;analyzes the mechanism between teachers’ performance incentive system and teachers’ organizational behavior from the perspective of organizational behavior;constructs the theoretical analysis framework of teachers’ performance incentive in secondary vocational schools in order to present “state-should-be”of the teacher performance-based management in the secondary vocational schools.Secondly,grasps the current situation for the teacher performance incentive system in the secondary vocational schools.This research analyzes the current situation of performance incentive system in the secondary vocational schools through structured questionnaires and on-site interviews.The research not only understands the status quo of the implementation of the performance-based salary system for secondary vocational school teachers,but also shows the operation of performance incentive systems such as professional and technical title system,job promotion system and honor reward system to meet the diversified needs of teachers in secondary vocational schools.At the meso and micro levels,combined with typical cases for in-depth analysis,to grasp the real problems and causes of teacher performance incentives in secondary vocational schools,and to grasp the "real state" of teacher performance management in the secondary vocational schools。Thirdly,presents teacher performance incentive practice case from the domestic secondary vocational schools.Combined with the practical actions of teacher performance incentive in three secondary vocational schools in different sizes and different performance management styles,this paper analyzes the typical practices of the three types of performance management system of organization-oriented,teamoriented and individual-oriented in stimulating teachers’ enthusiasm and improving teachers’ work efficiency,in the meantime summarizes and refines the evolution process of performance incentive for middle-aged teachers under the perspective of organizational behavior.Fourthly,learns from the international experience of the representative Western country about their teacher performance management.By reviewing the historical development of teacher performance management in western countries such as the United States,Britain and Germany,we draw lessons from the experience of teachers’ performance incentive practice,and summarize the beneficial enlightenment of teachers’ performance management in China.Finally,the paper proposes the reform measures of teacher performance management in secondary vocational schools.Based on the aforementioned theory analysis framework and practical experience at home and abroad,this research starts with the improvement of secondary vocational school teachers performance-based salary system,to explore the design for the secondary vocational school teachers performance incentive system,to implement strategy and system guarantee and to do the construction of “inevitable-state” for teacher performance management in the secondary vocational schools.From the above exploration,the following conclusions are drawn from this study:First,the key problem for performance incentives system in secondary vocational schools is the failure to pay full attention to the diverse needs of teachers.Performancebased salary system is only a kind of salary incentive system of teacher performance management in secondary vocational schools.From the logical starting point of the system design to the difficult situation of system implementation,this system reflects the special value of performance incentive to the middle-level teacher group and also the problem of non-personalized distinction between type and level,so that the teachers’ working enthusiasm is inhibited to different degrees and the effectiveness of school organization is reduced.Second,many theories such as the complex human nature hypothesis,the PorterLawler model motivation theory and the positive organizational behavior theory define the basic principles and reform turn for the construction of the performance incentive system for secondary vocational school teachers.This study clarifies the basic principles of teacher performance incentive in secondary vocational schools,that is " autonomy,human nature,pluralism and democratic equality".Based on this principle,this study builds a reform shift in teacher performance management in secondary vocational schools,that is from "simple to diversified" performance incentive system;from "inefficient to efficient" performance management effectiveness and performance organization behavior from "passive to active".Third,learns from international and domestic experience,to build a perfect secondary and other vocational schools teacher performance management system.Learning from the historical experience of western countries to construct a performance management system and incentive mechanism with clear performance objectives,clear legal basis,clear performance evaluation criteria,multiple performance incentive methods,and equal performance subject equality,in order to enhance teachers’ positive nature and promote positive organizational behavior and work effectiveness.Fourth,the reform of teacher performance management system in secondary vocational schools is a multidimensional system change involving the government,schools,society and individual teachers.According to the multi-value needs of secondary vocational school teachers,systematic design is made from the governmentlevel and school-level to stimulate teachers organizational behavior.Teachers at the individual level to learn to improve their performance ability,then to the society-level for secondary vocational teachers performance management reform to provide organizational,economic and cultural security.