Mechanism Of Dynamic Willingness Change Of Being A Teacher Among Non-Publicly Funded Normal Students

Higher willingness of being a teacher is a key factor promoting the behavior of normal college students to teach.Therefore,the way to enhance the normal college students’ willingness to teach would be beneficial for promoting their behaviors of being a teacher and enjoying teaching.A great number of policy suggestions have been proposed in existing researches which are conducted on normal college students’ willingness of being a teacher.However,since existing researches only described factors affecting normal college students’ willingness of being a teacher from a certain static moment,there still lack group heterogeneous analysis on factors affecting normal college students ’ willingness.Therefore,these policy suggestions have been proved to have little effectiveness in practice.In this paper,by taking the non-publicly funded normal students from three normal colleges and universities of Hunan Province as the research subjects,the approach combining both the qualitative and the quantitative methods was applied to analyze the dynamic changes,change types,influencing factors,and mechanisms of the non-publicly funded normal students’ willingness of being a teacher during the period of their higher education under the framework of the theory of planned behavior.First,the SPSS.22 software was used to conduct descriptive statistics and difference analysis on the data obtained from the questionnaire survey,presenting the overall situation and differences of the dynamic changes in the willingness of non-publicly funded normal students to be a teacher during their studies.Second,the NIVIVO.12 software was applied to code and analyze the interview data,and conclude the types of dynamic changes in the willingness of non-publicly funded normal students to be a teacher.Third,the SPSS.22 software were used to carry out correlation analysis,multiple linear regression analysis for the questionnaire data,to preliminarily explore the influencing factors of the dynamic changes of willingness of the non-publicly funded teacher students to be a teacher,and obtain the influencing factors and the mechanism of the dynamic changes of willingness of the non-publicly funded teacher students to be a teacher based on quantitative analysis combining with the Grounded Theory of interview data.And finally,on the basis of the above research conclusions,the countermeasures and suggestions that are beneficial to the promotion of the willingness of non-publicly funded normal students to teach were proposed accordingly.The results of the empirical analysis show that:(1)The willingness of being a teacher of the non-publicly funded normal students shows dynamically uprising tendency during their study period.(2)The dynamic changes of non-publicly funded normal college students’ willingness of being a teacher can be divided into four types: positive and stable,positive transforming,negative transforming,and negative maintaining.(3)The main factors influencing the dynamic changes of non-publicly funded normal students’ willingness to teach include key teaching events,important others,personal traits,interest,and occupational attraction.(4)The mechanism of the dynamic changes of non-publicly funded teacher students’ willingness to teach during their study period is that the five types of factors indirectly affect the willingness changes of the non-publicly funded normal graduates to work as a teacher after graduation: the significant others affects the subjective norm of being a teacher,the key teaching event affects the attitude toward the behavior and the perceived behavioral control of being a teacher,personality traits affect the perceived behavioral control of being a teacher,and the interest and occupational attraction affect the attitude toward behavior.In this case,these factors can form a joint force from perspectives of the subjective norms of being a teacher,the behavior attitude of being a teacher and the perceived behavioral control of being a teacher,thus to promote the dynamic changes of willingness of non-publicly funded normal students to work as a teacher.Finally,based on the research conclusions,a series of policy suggestions were proposed,including: exerting the subjective normative effect of significant others,strengthening the influence of key teaching events,shaping the healthy personality of normal students,and enhancing the occupational attractions of teachers.