A Study On The Professional Development Motivation And Influencing Factors Of Beginning Teachers In Higher Vocational Colleges In Liaoning Province

The development of higher vocational education in China started in the 1980 s.With the continuous expansion of colleges and universities in recent years,the number of students in higher vocational colleges continues to expand,which has resulted in an increase in the demand for teachers in higher vocational colleges.Higher vocational colleges recruit full-time teachers from graduate students to meet the need of the development of the college every year.These beginning teachers become an important part of the teachers' group of higher vocational colleges.The professional level of the beginning teachers affects the overall level of the teachers' group in higher vocational colleges,and the motivation of the professional development of teachers is the fundamental driving force to promote the professional development of teachers.The purpose of pushing the beginning teachers grow from “new-handed” teachers to “expert-type” teachers is based on stimulating the professional development motivation of the beginning teachers,promoting the process of their professional development,and improving their professional level as soon as possible,which is the focus of the construction of teaching staff in higher vocational colleges.The method of literature analytical,questionnaires,and comparative test are adopted in this study.Firstly,through reviewing,collating and analyzing related literatures,this thesis summarizes related studies such as professional development of teachers,the beginning teachers and the motivation,and then defines the key concepts of teachers in higher vocational college,beginning teacher,teachers' professional development and teachers' professional development motivation.Secondly,the theories of teachers' professional development stage and the theory of hierarchy of needs are elaborated,which lays a theoretical foundation for subsequent study.The questionnaire method is adopted in this study.The author selects some of the beginning teachers in three higher vocational colleges of Liaoning province as the survey object,and then obtained relevant data from the dimensions of ideal motivation,cognitive motivation,achievement motivation,work motivation,interest-driven motivation and external pressure motivation.Meanwhile,the influencing factors were analyzed from internal and external aspects.Finally,the method of comparative test is adopted to sort out the relevant experience of vocational colleges in the United States,and combines the actual situation to propose the suggestions from the perspective of higher vocational colleges and the beginning teachers to stimulate the motivation of the professional development of the beginning teachers in higher vocational colleges.The suggestions are as follows: 1.Providing a better work and development environment.2.Creating an atmosphere of mutual assistance and cooperation.3.Strengthening the emphasis and guidance on the professional development of beginning teachers.4.Doing good jobs in professional development planning.5.Improving professional identity.6.Actively participating in professional development activities.The main conclusions of this study are that the professional development of beginning teachers in higher vocational colleges is influenced by multi-dimensional motivations,and the overall level of motivation is high.However,there are differences in the motivation levels of each dimension.The motivation of professional development is influenced by many factors.In terms of internal factors,the income and working years of beginning teachers,the self-efficacy of the beginning teachers,the sense of professional identity,the sense of belonging to the organization,and the sense of independent development exert significant impacts on the motivation of professional development.In terms of external factors,factors such as social factors,hardware facilities and funding input,staff management and evaluation methods,and interpersonal support in higher vocational colleges exert significant impacts on the motivation of professional development of beginning teachers.