Assistance or Resistance:The Impact of Professional Title Evaluation and Appointment on the Professional Development Motivation of Vocational College Teachers——Qualitative Analysis Based on Self-determination Theory
The professional title evaluation and appointment system has an important impact on the internalization and enhancement of the professional development motivation of vocational college teachers.Based on the analysis framework of self-determination theory,a qualitative study was conducted on 15 vocational college teachers,revealing the impact of the current vocational college title evaluation system on the professional development motivation of teachers from the three basic psychological needs dimensions of autonomy,competence and belonging.Research has found that the evaluation and appointment of professional titles is a double-edged sword for teachers'autonomous psychological needs.The frustration of professional title promotion leads to a decrease in the degree of satisfaction of the psychological needs for success,and the tense interpersonal relationships during the evaluation and appointment process also result in the inability to effectively meet the psychological needs for belonging.In order to actively internalize the role of professional title evaluation in the motivation of teacher professional development,vocational colleges should set professional title evaluation indicators based on the attributes of vocational education,purify the professional title evaluation environment,empower teachers to participate in the formulation of professional title evaluation systems,guide teachers to make reasonable attributions,and build supportive colleague relationships for cooperation and mutual assistance.
professional title evaluation and appointmenthigher vocational teachersprofessional development motivationself-determination theory
国家科技期刊平台
NSTL
万方数据
