Research On "Psychological Contract" In University Teacher Management

Psychological contract is a kind of subjective mental agreement about what to pay and what to get between the employees and the organization simultaneously, including the expectation of mutual responsibility and cognition of one's own obligation correctly. The proposal of this concept is to emphasize that in the relation between the employees and the organization except the content that the formal written agreement stipulates there are also some recessive, informal and unexposed mutual expectation, which is a decisive factor to influence the employees'behavior and attitude toward the organization, therefore it becomes an important topic which catches the attention of administrators of enterprise human resources. As an organization of education, the institution of high education must guarantee the quality and stability of teacher resources so as to realize the goal of training people. The university teacher is a staff of intellectual, and their relation with the university can't be well maintained only by written contract, meanwhile a good psychological countermeasure of agreement between them is in great need. Through the research of the psychological contract in the administration of teacher resources, this essay aims to probe a countermeasure to set up a good psychological contract so as to perfect the management of the teaching body, improve the management of teacher resources, and promote the sustainable development of the undertaking of the university. On the basis of analyzing the survey in psychological contract theory, this essay systematically analyses the relation of psychological contract with the university teacher as well as the university organization, and it also explains the function of the psychological contract on the management of university teacher resources. Through the analysis it is thought that the university teachers have their own characteristics of personality, special orientation of labor value, furthermore, they have their own to sense their need, therefore, the management on them should be touched with heart. Meanwhile, psychological contract plays a leading role in the unity of the university goals, and it can greatly strengthen the cohesiveness of the organization, reduce the obstruction, dispel the conflict, and bring about development during the organizational change. In addition, according to the current situation of the university management, the setting-up of the psychological contract plays an active role in the perfection of the university management from the perspective of idea, method and institution. So no matter whether it is viewed from the characteristics of the university teachers, or from the request of the university itself, it is essential to pay attention to the psychological contract and consciously put it into practice. By the research methods of literature review, interview and questionnaire, this essay is engaged in the research into the content constitute and contracting degree of the psychological contract between the teachers and the university organization. The research shows that the university teachers'expectation toward the school is concentrated on the improvement of the welfare treatment, the opportunities to get study training, trust and respect, the care about life difficulties, the participation in management, the support for scientific research, the justice, the harmonious interpersonal relations and so on; and the expectation of the university organization toward the teachers is concentrated on doing teaching well, making innovation, caring about the students and the university development, making harmonious relations between colleagues, defending the image of the school, undertaking extra work, being loyal and so on. The research indicates: the psychological contract is the concourse of mutual obligation and expectation between the teachers and the school, however, the contents of various aspects are overlapped, so the contents of the psychological contract between them can be simplified as teacher's contract, that is, the teachers'cognition of their duty fulfillment and their expectation toward the school. The study shows that the degree of the psychological contract between the teachers and the university is not high enough, and the teachers are not very satisfied with the obligations that the university should have done for them, because in reality some obligations are not fulfilled well enough, such as the participation in management, the support for scientific research, and the care about life difficulties; and inevitably the teachers do not fulfill their some of duties completely, such as caring about the students, undertaking extra work, and sacrificing their own personal interests for the benefits of the university. The study summarizes the feature of the psychological contract between the teachers and the university organization, which includes three aspects: (1). The psychological contract is a concourse of mutual obligation and expectation of both sides. (2). The psychological contract has different contents in different period. (3). The contract degree is still in a low level. On the basis of summing up the results of the research, the strategies of building up proper psychological contract in the management of the university teacher resources is induced, which include the following items: (1). Make the expectation clear. (2). Abide by the commitment. (3). Strengthen the communication. (4). Seek common development. Meanwhile, according to the current existing problems, this essay proposes measures of building up proper psychological contract in the management of the university teacher resources, which are viewed separately on the level of the university management and the self-management of the teachers. The measures of the university management include the following contents: use material reward as well as spiritual reward; adhere to the fair, just and open managing rules; offer suitable opportunities of studying and training for the teachers; establish excellent culture of university organization. And the measures of the teachers'self-management consist of these contents: adopt the idea of being loyal to the cause of education and dedicating the whole life for it; develop the moral characters of loving students and teaching with endless patience; carry forward the spirit of collectivism and cooperation; improve the abilities of teaching, innovation and scientific research. It is the hope of this essay's author that the achievements in this research will be ofsome value for the management of the university teacher resources.