The Exploration Of Teachers' Learning Procrastination

Learning procrastination is one of major obstacles of adult learning. The present work studies teachers'learning procrastination. Upon reviewing previous researches, this research first discussed the definition of learning procrastination. Then, through open questionnaire survey and structured interview, this research studied the behavioral expressions and the causes of teachers'learning procrastination, carrying out the five-dimension-structure of teachers'learning procrastination, on the basis of which, this research developed the , to verify the five-dimension-structure, and to serve as a tool for subsequent research of learning procrastination. At last, the research studied the current situation of teachers'learning procrastination, and gave out measures for teachers to overcome learning procrastination.The significance of this research: (1) Theoretically, it expends the psychology research scope. (2) Practically, it helps teachers to overcome their learning procrastination, thus, to gain a better development. (3) It gives theoretical and practical advises to the teacher education policy-making leaders and faculties.The outcome of this research: (1) Learning procrastination is to voluntarily delay an intended course of learning despite expecting to be worse off for the delay. (2) Teachers'learning procrastination have five dimensions, they are negative cognition, low learning state, weak will power, delay habit and low internal driving force. (3) The based on this five dimensions has good reliability and validity. (4) Main causes of learning procrastination are:①Heavy family and working burden, lack of time and energy to learn②lack of learning atmosphere.③satisfied with present situation, lack of crisis awareness④fear the learning difficulties, lack of confidence⑤lack of learning plan, and evaluation of learning. (5)The overall situation of teacher is not very bad. Among the five dimensions of learning procrastination, weak will power scored the highest, other four dimension ranked by score from high to low are delay habit, low internal driving force, low learning state and negative cognition.(6)Significant differences are not found in gender and marriage state. Significant differences do found in teaching age, the style of school, educational level, whether have children and teaching level.On the basis of former survey, we give out suggestions for schools and teachers to reduce learning procrastination. To teachers:①use learning strategy②attach importance to objective management, time management and stress management.③attach importance to self career development. To schools:①reduce teaching burdens②make up learning atmosphere, establish learning school③give more attention to teachers'career development④provide right and well-designed training courses and attach importance to evaluation of the training results.