Problems Of Teacher's Development In Private Higher Education Institutes Transformed From Public Schools (TDPHEITPS) And Relevant Countermeasures

To ensure TDPHEITPS or not has become one of the important factors that influence the quality of transformed universities. Based on theory of administration management, theory of career development, value theory and standard principle, this article explores problems of TDPHEITPS and the characters of these reformed universities for displaying the deep reasons. On the basis of former scholars' achievements, this article summarizes and designs the basic model of teachers' development in Chinese transformed universities and gives suggestions on improving career development system in transformed higher education institutes.This article covers six parts. The first part is the prelude which introduces the purpose and significance of this article, also includes present researching situation, methods, structures, key points and difficulties; the second part describes relevant concepts and theories concerning development of teachers at higher education institutes, career design, human resource management in higher education institutes, Maslow's hierarchy of needs theory, Herzberg's two-factor theory of motivation, learning organization theory and other related theories in order to make an excellent theoretical preparation for later research. The third part investigates the facts of TDPHEITPS, analyzes the characters of transformed universities and their values and development, and explores the problems and negative influence of TDPHEITPS trying to build up a foundation for seeking the countermeasures. The forth and fifth parts are the measures to solve these problems based on the practical value of career design, foundation of cognition and basic principle providing a win-win model of teachers career design, i.e. to build up "eight big system":social supporting system of teachers career development, strategic management system of human resources, motivating system of developing talents, organizing system of learning, career development system, assessment and feedback system of career design, psychological agreement system and insurance system of teachers'benefits to promote teachers' development and the higher education institutes'performance. The sixth part is about the conclusion of this article and its outlook for future.Teacher's development is the mutual result that teachers themselves and the transformed universities lead. Individual teacher should rest on the platform and spiritual and material praise that transformed universities provide; the transformed universities depend on teachers'hard work to achieve its own development. Thus, the two sides needs each other and can not live without their partners. Therefore, carrying out teachers'career design and promoting teachers'development needs interaction and cooperation of teachers and the universities. The rule of sticking to the design seriously and maintain the system always should be obeyed. Also, relevant rights and responsibilities should be specified. During the whole process, assessment and feedback should be strengthened in order to motivate all factors to promote teachers' development. Finally, strategic design of higher education institutes and individual teacher's career design will be united to fulfill the win-win situation of development of teachers and higher education institutes.