The Research Of Inter-institution Exchange Teachers On Excellent School Under The Perspective Of Organizational Commitment Theory

In China, the uneven distribution of educational resources problem has always existed, and restricting the overall upgrade of the education quality. In order to achieve the balance of education resources, the state has adopted policies to encourage teacher participate in inter-institution exchange activity. The exchange activity can narrow the gap of teaching quality between schools, then achieve a fair education. However, in the context of inter-institution exchange, the question of how to make exchange teachers in the new school work harder is to be considered. Teachers’ organizational commitment is an important indicator as a measure of teacher loyalty, it plays an important role in teachers motivation. It can stabilize the teachers staff, improve teacher education attitudes and affect student performance. Promoting the level of organizational commitment is the key to the development of schools and success of the education reform.Teachers’ organizational commitment includes four dimensions:teachers’ normative commitment, teachers’ emotional commitment, teachers’ ideal commitment, teachers’ continuous commitment. It can measure and examine teachers’ loyalty, predict effort and turnover intention of teachers, etc. Therefore, in the teachers’ organizational commitment Perspective, We design questionnaires and interviews based on the relevant factors affecting teachers’ organizational commitment, to survey the level of teachers’ organizational commitment and enthusiasm.We have got reason that the high level of teachers’ organizational commitment in good school, based on data and information through questionnaires and interviews. And these are problem that the developing school should be taken into consideration. It embodied in the following aspects:Inadequate support for teachers, the level of teachers’ emotional commitment is low; schools lack of teachers’ personal career development plan, teachers’ ideal commitment is not high; schools neglect Campus Culture Construction, teachers normative commitment is not high; Imperfect teachers salary management system and limited access to compensation, teachers’ continuing commitment can not be guaranteed.In the current situation we have an basis understanding of teacher organizational commitment, then a further in-depth analysis should be taken to find reasons that why teachers’organizational commitment is not high. It is divided into three levels:At the macro level, the main problem is the broad design of teacher exchange policy; At the meso level, because the focus on the good school system is still in vogue, teacher have higher organizational commitment to good school; At the micro level, because the unit system concept deeply rooted, Teachers management is difficult to achieve district management.In response to these problems and the reasons, the author puts forward the corresponding countermeasures and suggestions:Specific improvement measures are: Through "mentoring" approach to enhance teachers’ organizational commitment, then improve emotional commitment. Implementation of the "project of famous teachers" program,making teachers management objectives more clear, then improve ideal commitment. Strengthen the construction of campus culture, and promote the socialization of teachers’ organizations, improve teacher normative commitment. Improve the compensation system and guarantee compensation opportunities, improve teachers’ continued commitment.