The Influence Of Learning Satisfaction On Teaching Willingness Of Teacher Candidates In Local Institutions Of Higher Education

Our government is investing more and more in education in response to the rapid growth of China’s society and economy,and the requirements for the construction of education quality are also increasing.In order to develop a good education career,it is an indispensable and important factor to stabilize and excellent teacher team,and to build a good teacher team,we need to pay attention to the training of teacher reserve talents and teacher candidates.This study investigates the relationships between teacher candidate learning satisfaction,professional commitment,and motivation to teach,in order to find out the impact path and relationship between these variables,and proposes to improve teacher candidates’ learning satisfaction,professional commitment,and further stimulate Specific measures of teacher candidates’ teaching willingness to provide improvement ideas and data support for the cultivation of teacher candidates.In this study,668 teacher candidates were surveyed using the self-compiled "Normal College Students Learning Satisfaction Scale" and "Teaching Willingness Scale" and the "College Students’ Professional Commitment" scale compiled by Lian Rong et al.Use SPSS,Amos,Process and other data analysis software to analyze the data collected by the questionnaire,and discuss the results of the data analysis in order to explore the relationship among the three variables of teacher candidates’ learning satisfaction,professional commitment and willingness to teach.The research results show that:(1)Teacher candidates have high learning satisfaction,professional commitment at the upper-middle level,and strong willingness to teach.(2)There are significant differences in the variables that influence teacher candidates’ learning satisfaction,professional commitment,and teaching willingness.(3)The three factors of teacher candidates’ learning satisfaction,professional commitment,and teaching willingness are significantly correlated.(4)Both learning satisfaction and professional commitment can significantly and positively affect the willingness to teach.And curriculum setting,management communication,emotional commitment,normative commitment and continuing commitment are important predictors of teacher candidates’ attachment to teaching willingness.Emotional commitment has the greatest effect on the relationship between teacher candidates’ willingness to teach and their level of learning satisfaction.Professional commitment can act as a mediator in this relationship.The following three suggestions are put forward for the deficiencies in the training of teacher candidates: first,pay attention to senior student research and encourage teacher candidates’ learning motivation;second,improve the quality of educational practice and cultivate teachers’ professional ideals;third,consolidate the professional construction of teachers and cultivate students’ professional emotions.