Research On The Management Of Title Of Double-qualified Teachers In Higher Vocational Colleges

With the continuous adjustment of China's industrial structure,the demand for technical and skilled workers in many industrial fields is increasing,which puts forward higher requirements for the quality of higher vocational education.In order to promote the comprehensive development of higher vocational education,it is necessary to train a group of teachers with both theoretical teaching and practical teaching ability,and fully mobilize the initiative,enthusiasm and creativity of these teachers.In higher vocational colleges,the management of professional titles undoubtedly plays an irreplaceable role in stimulating and guiding teachers' development.Although with the development of vocational education title management reform,vocational education from some developed areas,there are vocational colleges that already have some advanced management experience and practical results,but in higher vocational colleges in the underdeveloped areas,policy of teachers' title management is in need for more consideration for "double-qualified" teachers.This phenomenon reflects the management of "double-qualified" teachers' title is not enough emphasized.Thus,this paper takes Inner Mongolia as an example,investigates the subjective feelings of "double-qualified" teachers under the current policies,and reports the management status of "double-qualified" teachers in some higher vocational colleges in Inner Mongolia.To be specific,this research is carried out by theoretical analysis and then field investigation.In the first part of the study,the core concept is first defined,the achievements and shortcomings of previous relevant studies are summarized,and thenthe necessity of "double-qualified" teacher title management in higher vocational colleges is expounded by citing incentive theory.Then the theory of organizational justice and the theory of organizational identity are introduced to explain the reference value of the sense of organizational justice and the sense of organizational identity to the teacher management theory.Then the author expatiates the particularity of the title management of "double-qualified" teachers in higher vocational colleges,which further strengthens the theoretical foundation.In the second part of this study,by performing questionnaire and interview in five representative vocational colleges in Inner Mongolia,empirical research was carried out.Based on these empirical research,the status quo of professional title management of "double-qualified" teachers in research category was outlined.Through the statistical analysis of the questionnaire results,it is found that the overall satisfaction of "double-qualified" teachers in vocational colleges to the status of title management is fair.Combined with the content of the interview,it can be further found that the title management department of higher vocational colleges pays little attention to the specific policies of "double-qualified" teachers.Another conclusion is,in general,"Double-qualified" teachers believe that the title management needs to be improved.In the third part of the study,according to the result of questionnaire and interview some problems of title management for "double-qualified" teachers was exposed: one is that in the evaluation of teachers' work,there are too much paper,job title,education is included,another is that few of the title policy considers of "double-qualified" teachers,resulting in the effect of incentive for teachers is limited.According to the existing problems of the management,put forward the following management advice,mainly includes the "double-qualified" teachers' title should be more orientated,to encourage teachers to participate in enterprise production practice,to attract enterprises and technology talents,able to adapt to the local economy industry trend of the development of local social and economic development needs.In addition,the policy implementation should be as follows: Classify the management of "double-qualified" and "non-double-qualified" teachers;Coordinated the management of teachers of similar major in different colleges to ensure fairness;Carry out management online,to achieve efficient,humanized title management of "double-qualified" teachers.