Research On Teachers' Work Input From The Perspective Of Behavioral Economics

Since the emergence of behavioral economics in modern times,experts and scholars from various circles have integrated behavioral economics with pedagogy.Entering a new period of development requires education to respond to the development of the times,and training methods to focus on connotative development and improve the quality of education.Teacher team building and teacher training are important measures of a school's schooling level,and teachers 'work input is an important reflection of teachers' teaching ability.The level of teacher work input and the timeliness of teaching tasks have a decisive role.It is imperative to increase the level of work input of teachers in primary and secondary schools.This is not only a concentrated manifestation of the will of education-related staff,but also determines the future and fate of the quality of school teaching and the direction of national education.This study explores the problems of teachers 'work input from the perspective of behavioral economics,and combines the five influencing factors of behavioral economics(risk aversion,preferences,overconfidence,herd mentality,and reference dependence)with teachers' work input.Make teachers' work input theory more full.The research field of behavioral economics has also been expanded.After conducting a rational theoretical analysis of the literature review of teachers' work input and the theoretical foundation of behavioral economics,the UWES scale was combined with the behavioral economics influencing factor scale to investigate 236 primary and secondary school teachers from Jiangxi Province,China.Differences in work input levels in gender,marital status,campus location,teaching age,education,current job title,honors received,teaching grade,annual income and other variables.The result is that teachers' work input is in gender,teaching age,teaching grade,There are significant differences in annual income.Based on the analysis of the three dimensions of teacher input,namely dedication,vitality,and concentration,it is concluded that the level of teacher work input in Jiangxi Province is above the middle level and the level of dedication is high.Finally,explore whether the five influential factors of behavioral economics are significantly related to teachers' work input,and whether there are correlations between the three dimensions of teacher work input.The empirical results are that there is a significant difference between teachers' genderand overconfidence;there is a correlation between teachers' marital status and reference dependence;there are significant differences in the geographical location and preferences of teachers;and there are significant differences in teachers' grades,annual income and herd mentality.There are significant differences in risk aversion,preferences,overconfidence,herd mentality,and teacher work involvement.There are significant differences in teacher work dedication,vitality,and risk aversion;there are significant differences in teacher work devotion,dedication,and focus on overconfidence;teacher work dedication,vitality,dedication,and focus in preferences;There are significant differences in investing in energy,dedication,and focus on herd mentality.