A Study On Academic Choice Of Young Teachers In Colleges And Universities And Its Influencing Factors

In the era of reforming the personnel system of colleges and universities into the employment system,the "iron rice bowl" of teachers will no longer exist,and the academic tournament system of "promotion or departure" has changed the academic environment and survival condition of young teachers in colleges and universities.How these young teachers balance teaching and scientific research is often manifested in their academic choices.Focusing on the core issue of how young college teachers recognize and handle the relationship between teaching and scientific research in the reform of teacher management system,this paper explores the current situation and characteristics of young college teachers’ academic choices,understands the factors that affect young college teachers’ different academic choices,and explains how the influencing factors affect young college teachers’ academic choices,which can help us better understand their academic behavior and identity,and provide reference for young college teachers to avoid the imbalance between teaching and scientific research and improve their management.Based on rational choice institutionalism theory,evolutionary game theory and social practice theory,this study combines literature and interviews to develop the Questionnaire on Academic Choice of Young College Teachers,which is used as a tool to survey 587 young college teachers,and on this basis,the results of data analysis are verified,supplemented and expanded through in-depth interviews with three young college teachers in science,arts and engineering.The results of the study show that:(1)Young college teachers’ academic choices are contrary to "knowing" and "doing",and they have changed from emphasizing teaching to emphasizing scientific research;(2)The institutional pressure in colleges and universities is the guiding force of young teachers’ academic choice,which arouses their "survival behavior";(3)Academic interest is the internal driving force of young college teachers’ academic choice,which guides them to make flexible adaptations to the system.Based on the above research results,this study puts forward some suggestions to help young teachers in colleges and universities balance teaching and scientific research: at the organizational level of colleges and universities,create a relaxed and free management environment to give young teachers more professional autonomy;Strengthen academic training and teaching support to guide young teachers to successfully pass the teaching adaptation period;Understand young teachers’ stage self-expectations and development goals,and provide timely guidance for key issues.At the individual level of teachers,they should clearly define their own development position,actively seek professional help and actively engage in self-reflection.