Research On The Correlation Between Incentive Facors And Performance Of The General University Teachers In Tianjin Province

Universities are no longer the traditional ivory towers,because of the process of globalization,popularization of higher education and marketization of knowledge,its space of self-government are becoming more limited,facing an increasing pressure on performance,with realted shareholders have more voice in it.At the same time,there is a fierce competition in the innersysterm of universities,including enrollment market,job market,capital market and technology market.While,facing the intence pressure both external and internal at the same time,the teacher group,a key factor in the development of universities,can’t satisfied the charger’s expectation,some of them are experiencing job burnout.The incentive system aiming at improving the situation doesn’t work so well.No doubt that design a proper motivation system,based on the goal of the universities,is necessary.In view of these,I mainly tring to figure out there questions as below: first,what’s the incentive factors referring to the teacher group in universities,based on their personality and job characteristics? Second,what kind of effect of them are to the teacher’s different performance,liking teaching,research,social service and the contextual performance,divided from the changing functions of modern universities? Third,are there any significant differences in the impact of different motivational factors on teacher performance for different groups of teachers?Based the far from satisfaction current incentive status of college teachers in our country and the existing related systematic problems,as well as the current problems in our research,I targeted the teachers come from 14 ordinary colleges and universities in Tianging,as my empirical questionaral subjects,tring to answering the questions I mentioned above.By the exploratory factor analysis and confirmatory factor analysis,I developed a clear dimension of factor and performance as to the colleage teachers,established a systematic structural equation model to study the impact of each motivation factor on teaching,research,social services and contextual performance.And further more,considering wheather there are significant differences in incentive effects among different teacher groups such as gender,age,job title and so on,in order to provide some reference for college administrators designing a more goal-oriented and specific incentive system.The main contribution and research results obtained in this paper are as follows:(1)the incentive factor and performance sacle has been tested,the result is reliable and validable,so it can be referenced by the colleage managers.(2)established the motivation and performance model of university teachers,it shows that the incentive factors can be dividied into four groups,self-actualization,salary and benefits,career development and organizational environment,that performance can be divided into teaching performance,scientific performance,social service performance and contextual performance.(3)conducted an mpirical research on the contextual performance and its influencing factors;it shows that the contextual performance is distinctioned with the four task performance,and there is a significant correlation between them;it can be improved signifanctly by self-motivation and organizational environment motivation(4)the results show that there is a significant positive correlation between teaching and research,indicating that teaching and research are mutually reinforcing each other;there is no significant correlation between social service performance and the two.(5)as to the research and teaching performance,self-fulfillment and career development incentives play a major incentive role,taking note that the impact of pay and benefits on teaching performance is not significant negative impact,while on research is a significant positive.(6)as to the social service,there is no significant positive correlation between it and the salary and benefits and the organizational environment,while the self-actualization and career development have a negative impact on it,showing that the greatest conflict between the personal goals of university teachers and the organizational goals of the school is in social service performance.(7)There do have some differences effect among teachers with different characteristics.Some of them are worth to paid attenention by the managers: Comparing to the female group,the incentive effect of self-actualization on research performance is higher than that of male teacher,while when it comes to social service,the result is another way aroud;When inspired by self-actualizing function,the young teachers are more willing to spend energy in improving the contextual performance,but not the social service,but the middle-aged ones acts a little bit different,the effect is positive both;The propobility of devoted themselves into social service and contextual performance is different between the unmarried and married,the unmarried ones tend to do social service when inspired by salary and werefare,but reluctant to waste time in the out-task relationgship congsidering their own academic career.There do show some interesting observations among the teachers holding a master’s degree and a doctor’s degree.As the reaseach shows,the teachers who got a PHD are more likely to perform better in research than the others if they were inspired by self-actualization.If the managers want to improve the social sevice and contextual performance,using material methods to motive the ones just got a master’s degree will be more effective.Anther new discovery about the contextual performance is that teachers with different titil weigh the contextual performance different in their career ladder,the vice professors and professors are significant positive,while the lecturers and teaching assistants are non-siginificant.