Study On Motivation Effect Of Classified Professional Title Appraisal System Of University Teachers In Hubei Province

As the saying goes: “a nation rises and falls with the development of education,and the latter lies in teachers”.To strengthen the management of university teachers is to help to improve the quality of higher education in China.As a system with an aim at stimulating teachers to actively carry out academic researches and training excellent teachers,the classified professional title appraisal system for teachers in universities and colleges has “a domino effect”.Hubei province combined the professional title appraisal system and classified management to carry out the classified professional title appraisal system.The previous “one size fits all” teacher appraisal mode is changed to meet the needs of a diversified development in teachers,and encourage them to make professional achievements as per their distinct characteristics and career goals,and thus build distinctive high teacher personnel.The current classified professional title appraisal system of university teachers failed to meet the motivation effect,so it need to be improved.An appraisal system is an incentive structure,and a good one should be able to encourage teachers to develop their creativity and further improve production efficiency if it is designed properly.Otherwise,it might not motivate teachers to do better job and may influence their work.Based on these findings,the author,with the motivation theory and role theory as guidance,carried out a survey in an ordinary university in Wuhan through interviews and questionnaires and from a viewpoint of the teachers in that school.The aim is to analyze the changes in role cognition and role behavior of teachers about the newly adopted policy rules,and find the incentive factors and restrictive factors that affect teachers' role behavior,so as to give suggestions to improve the classified professional title appraisal system.