The Reasearch Of Teachers’ Attitude On The College Long-term Employment System Reform

This paper is written under the basic framework of the current Chinese higher school personnel system reform and on the background of college teachers’ employment system reform.It’s based on the reform practice of S college long-term employment system and aims to analyze teachers’ attitude on it from the organizational behavior perspective.This study collects data through interviews,literature analysis and questionnaires.It analyzes teachers’ attitude to organizational change from the perspective of commitment to change,in order to study the relationship between commitment to change,turnover intention and professional self-identity.The statistical software we used is SPSS20.0.Through the analysis of demographic variables,the correlation analysis and regression analysis of commitment to change,turnover intention and professional self-identity,the following conclusions are drawn:1.The analysis on the demographic differences of three dimensions of commitment to change shows that there’s no significant difference in age,marital status and position type,but gender and educational background make significant differences in affective commitment to change.Besides,educational background,professional title and working years in college make significant differences in normative commitment to change.In addition,professional title also makes significant differences in continuance commitment to change.2.The progressive regression analysis of three dimensions of commitment to change and turnover intention shows that the turnover intention can be significantly predicted by normative commitment to change.It negatively correlates with normative commitment to change.Strengthen the training of normative commitment to change can effectively reduce the turnover intention of employees,and facilitate the realization of organizational goals.3.The progressive regression analysis of three dimensions of commitment to change and professional self-identity shows that professional self-identity can be significantly predicted by both normative and continuous commitment to change.It negatively correlates with continuance commitment to change,and positively with normative commitment to change.Teachers with higher level of commitment to change also have higher professional self-identity.The above conclusions indicate that all the three dimensions of commitment to change affect the attitude and behavior of the organization members in the process of change to varying degrees.Accordingly,this study proposed some advices to facilitate the implementation of the Long-term employment system,like strengthening the promotion and communication of the program,setting a transitional period system,increasing resource input,so as to improve teachers’ commitment to change and enhance the effective management of college.