Factors Affecting University English Teachers’Motivation And Professional Aspiration From The Perspectives Of Organizational Culture

The present study, which is based on the Competing Values Framework (i.e. CVF: a framework to identify the organizational effectiveness and to define organizational culture), aims to investigate English teachers’teaching motivation at universities, their perception of the organizational culture in the target university, their professional aspiration and how they affect each other. The research questions to be addressed are as follows:(1) How do the English teachers perceive the organizational culture at their workplace?(2) How much effort will the teachers pay for their professional engagement and aspiration?(3) What kinds of motivation do the English teachers in the target university appear to have?(4) How will the organizational culture and the previous experience affect teachers’ motivation?This study employed four different questionnaires as the research instruments, including one demographic questionnaire and three research questionnaires, i.e. the demographic questionnaire, the Organizational Culture Assessment Instrument (i.e. the OCAI)(Cameron&Quinn,1999), the Professional Engagement and Career Development Aspiration-scale (i.e. the PECDA-scale)(Watt&Richardson,2008b), and the Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST)(Fernet et al.,2008), to investigate the above mentioned research questions. The whole investigation took roughly12weeks and involved three stages:the preparation stage, the pilot study, and the main study.The findings of the present study show that most of the teachers are intrinsically motivated and with identified regulation influenced by the performance culture and the clan culture which are the dominant culture types of the target research site. Results also indicate that the overseas experience and length of teaching experience affect teachers’ perception of the organizational culture and motivation. The participants who have overseas experience tend to be more with the sense of professionalism, more intrinsically motivated and be more confident with their competence in the academic area; and the ones who have longer years of teaching experience are with more identified regulation and introjected motivation and are more committed and more assured of staying in the education field. The participants in the target university basically belong to the highly engaged persisters, and the male teachers expect to be the leadership.