Teach for What:Types and Effects of Teaching Motivation among Chinese University Teachers
Teaching motivation is the intrinsic drive that compels teachers to engage in teaching,profoundly influencing their teaching engagement,instructional quality,and professional development.Based on a survey of 9,145 university teachers from 311 universities across the nation,this study adopts latent profile analysis to investigate the types,effects,and distribution of teaching motivation among Chinese university teachers.The findings reveal five distinct types of teaching motivation:combined controlled-autonomous motivation,relatively autonomous motivation,relatively controlled motivation,relatively amotivated motivation,and amotivated motivation.Among these,teachers with a mixed profile of high autonomous and controlled motivation exhibit the most favorable overall performance,while those with amotivated motivation demonstrate the poorest performance.Higher levels of autonomous motivation correspond to better teacher performance,whereas higher levels of amotivation are associated with poorer performance.Controlled motivation exerts a positive impact only when combined with high levels of autonomous motivation.Significant differences are observed in the distribution of these motivation types across different demographic factors,including gender,professional title,academic qualification,discipline,and university owner.The study provides a concise and effective framework for identifying teaching motivation.Universities should use this framework to assess their teachers'teaching motivation,as well as stimulate intrinsic motivation,pay attention to extrinsic motivation,reduce amotivation,and cultivate superior motivational types.Tailored measures can be adopted to address deficiencies in teaching motivation among individual teachers based on their characteristics.
teaching motivationuniversity teacherself-determination theorylatent profile analysisprofessional development
万方数据
维普
