Research On Work Engagement Of Key University Teachers

Key university teachers are responsible for the important mission of senior talents training and scientific research, improving their work engagement is the significant measure to improve teachers’stability, management of university and even to implement the country strategy. Therefore, key work engagement of university teachers has become a common concern to the community areas of research, and it has also become an important research topic for education researchers. Work engagement of key university teachers is a work-related spiritual state, including "vigor","dedication" and "absorption"."Vigor" means teachers have enough energy and toughness toward to work and its hardness,"dedication" refers to teachers are highly involved in work along with pride and full passion,"absorption" means a status that teachers work into the joy of work with heart and soul, even don’t feel the passage of time. High work engagement of key university teachers has positive effects, such as improving work efficiency and saving the cost of university management; improving the attitudes of teachers and creating a harmonious organization atmosphere; increasing household investments and promoting family well-being of teachers, maintaining teachers’physical and mental health and increasing the happiness index of teachers. In the study, we had a survey in300teachers which from a key university of Hunan Province with "Questionnaire of university teachers’work engagement". The survey found that:the degree of key university teachers’work engagement is between comparatively engagement and engagement, and the dimensions of work engagement is a descending order as vigor, absorption and dedication; the whole work engagement of male teachers is higher than female teachers and the difference of work engagement’s dimensions is significant except "dedication"; the difference of whole work engagement and its dimensions of teachers with different educational levels is significant and the higher engagement with higher educational levels; the difference of teachers’ whole work engagement and its three dimensions under different ages, different educational levels and different professional title is not significant except the "absorption" of different professional title teachers. The organizational (school) reasons which lead to a not very high work engagement of key university teachers are:poor salaries and benefits, more difficult training and promotion, much work pressures, less participation in management, undesirability research conditions, unreasonable evaluation, unscientific incentives and low work attractiveness. In order to improve key university teachers’work engagement, we can take the following organizational strategies:improving teachers’salaries and benefits, affording superior development conditions, easing teachers’pressures, increasing opportunities for teachers to participate school management, creating good scientific research, perfecting the appraisal system for teachers, taking reasonable incentives and strengthening work attractiveness.