Research On Motivation Of Junior Middle School Teachers Based On Psychological Contract ——Taking An Example Of Two Junior Middle Schools In Foshan

Junior middle school teachers are valuable human resources in junior middle school,and motivation is the core of management.How to effectively motivate junior middle school teachers is an important problem faced by junior middle school.Due to the semi maturity of junior middle school teachers' work objects and the triviality of their work tasks,they bear great psychological pressure in their work.At present,junior middle school teachers have some problems,such as low work enthusiasm,job burnout,high-frequency job hopping and resignation.However,due to the many deficiencies in the current junior high school teacher incentive system,such as the backwardness of incentive concepts,incentive mechanisms and incentive methods,the prevalence of egalitarianism and utilitarianism,the higher degree of emphasis on material rewards,compared with the obvious lack of spiritual rewards,the form of rewards does not have the characteristics of enrichment.The existence of these problems has led to limited interest in rewards by teachers and poor incentive effects.In view of the above problems of poor incentive effect of junior middle school teachers,the author studies the incentive problem of junior middle school teachers from the perspective of psychological contract theory.In terms of teacher incentive,Many studies in China mainly focuses on the external factors of motivation,and there are few research systems on the motivation of junior middle school teachers.Through interview and investigation,the author deeply understands the current situation and difficulties of incentive for junior middle school teachers.These difficulties mainly include: junior middle school managers and junior middle school teachers have a one-sided understanding of incentive,junior middle school incentive means are relatively single,incentive pertinence is not strong,organizational training is a mere formality,and seniority is common.This study reveals the different structures of school responsibility and teacher responsibility in junior middle school teachers' psychological contract.Among them,the three-dimensional structure of school responsibility includes transaction responsibility,relationship responsibility and development responsibility;The two-dimensional structure of junior middle school teachers' responsibility,including normative responsibility and development responsibility.Through investigation,it is found that junior middle school teachers' psychological contract has different degrees of differences in demographic variables such as gender,age,teaching age,professional title,highest educational background,establishment,marriage,childbirth,school nature and monthly average income.According to the research conclusion and adhering to the principles of fairness and differentiation,based on the transaction dimension,relationship dimension and development dimension of junior middle school teachers' psychological contract,this study constructs an model of junior middle school teachers' incentive mechanism,and puts forward countermeasures and suggestions for junior middle school managers to construct junior middle school teachers' incentive mechanism,mainly including:establishing a scientific salary system,building a perfect welfare system Create a harmonious working atmosphere,create smooth communication channels,establish a perfect training system,build a scientific promotion system,and carry out targeted incentives according to different situations of teachers.I hope to maintain the dynamic balance of junior middle school teachers' psychological contract and maximize the incentive effect through the construction of these mechanisms.