A Contrastive Study Of Research Motivation Between Novice And Experienced English Teachers In Senior High School

The reform of the new curriculum is in full swing,the original role of teachers is gradually changed,teachers are required to appear on the stage of school as researchers.The emergence of research-oriented teachers will be a trend.Therefore,the researcher conducted a contrastive study on teacher research motivation,hoping to help teachers change their roles,meet the requirements of the new curriculum reform,promote teachers to reflect on their teaching and accelerate teachers’ professional development.Most of the previous studies on teacher research motivation adopted qualitative or quantitative research method and took the teachers of university as the research subjects.But there were not many studies on the research motivation of senior high school teachers,and there were even fewer contrastive studies on the research motivation between different groups of teachers.Therefore,the qualitative method and quantitative method were adopted to explore the research motivation between novice and experienced English teachers in senior high school.On the basis of Tao’ s classification of teacher research motivation（2019）,this study used reinforcement theory,attribution theory and hierarchy of needs theory as theoretical basis,conducted the questionnaire to survey 55 novice and 62 experienced English teachers of key senior high schools in Urumqi,and the semi-structured interview was conducted with 2 novice and 2 experienced teachers,which aimed to answer two research questions: 1)What research motivation do senior high school English teachers hold ? What are the differences in research motivation between novice and experienced English teachers? 2)What are the general factors that influence the research motivation of novice and experienced English teachers in senior high school? What are the differences in the influence factors of research motivation between novice and experienced English teachers?After analyzing the quantitative and qualitative data,the researcher found that:1)The development motivation and survival motivation of English teachers of senior high school are strong,but their interest motivation and service motivation are weak,and their research motivation is obviously professional title-oriented.Besides,there are many differences of research motivation between novice and experienced English teachers in senior high school.The biggest difference lies in development motivation,which is embodied in communicating with peers,participating in academic and cultural exchanges and creating opportunities.While the difference in service motivation is the least,which is mainly reflected in nurturing and inspiring others.In terms of survival motivation and interest motivation,the differences between novice and experienced teachers are embodied in the promotion of fame,career promotion and discovery of new foreign language phenomena.2)There are external and internal factors that affect the research motivation of senior high school English teachers.The external factors mainly include assessment and evaluation system,the guiding role of research in teaching,research atmosphere,rigid requirements of school,teaching tasks and research time.The internal factors mainly include the sense of achievement in research.Furthermore,there are some differences between novice and experienced teachers in the influence factors of research motivation.Among them,the differences in external factors are embodied in professional guidance,peer support and cooperation,training and exchange opportunities,and recognition and respect from others.The differences in internal factors manifest in research interest and research confidence.