摘要
对转型发展典型高校X学院5名教师的扎根研究发现,教师转型是个体因素与组织因素良性互动的结果:教师出于对学校新办学理念、定位、目标等的认同和信任,形成较高组织承诺;在较高组织承诺推动或(和)组织支持拉动下,这些教师开启转型探索之路;在组织承诺支撑下,转型教师经过探索取得了一定转型效果,获得(更多的)组织支持,进而使转型向纵深发展;对转型成功教师保持或增加适当组织支持,可维持其组织承诺水平,稳定教师队伍和组织转型成果。建议转型高校注重培养和提升教师的组织承诺,构建"软硬结合"的"全员支持""全过程支持"机制。
Based on the grounded research on five successful teachers of X College,a typical university in transition and development,it is found that teacher transformation is the result of the positive interaction between individual factors and organizational factors:teachers form a higher organizational commitment out of the recognition and trust of the school’s new school running concept,positioning,goals,etc.;driven by the higher organizational commitment or(and)organizational support,part of the under the support of organizational commitment,transformational teachers have achieved certain transformation effects,obtained(more)organizational support,and further deepened the transformation;maintaining or increasing appropriate organizational support for successful teachers can maintain their organizational commitment level,stabilize the teaching team and organizational transformation achievements.It is suggested that the transitional colleges and universities should pay attention to the cultivation and promotion of teachers’organizational commitment,and construct the"all staff support"and"whole process support"organizational support mechanism with"combination of software and hardware".
作者
刘彦军
郭建如
Liu Yanjun;Guo Jianru
出处
《高等工程教育研究》
CSSCI
北大核心
2021年第1期115-121,共7页
Research in Higher Education of Engineering
基金
全国教育科学“十三五”规划教育部重点课题“地方本科高校转型发展模式及其运行策略研究”(DIA170363)
教育部人文社会科学重点研究基础重大项目“经济新常态下高校人才培养模式改革与人力资本生产研究”(16JJD880003)
河南省教育厅人文社会科学研究资助项目“应用型高校深化产教融合的路径与策略研究”(2019-ZZJH-249)。
关键词
教师转型
组织承诺
组织支持
teacher transformation
organizational commitment
organizational support
