Research On The Stability Of Teacher In Private G College

After more than 20 years of vigorous development,China's private colleges should not be underestimated in both quantity and scale.If a private university wants to gain a place in the fierce competition in the future,the most important thing is how to make teachers enter,stabilize and use well.Private colleges and universities do not have a career establishment for public colleges.Teachers are simpler and more flexible to join and leave.In addition,their social reputation,salary and development platform are far worse than public colleges.Therefore,the stability of teachers in private colleges is generally poor.The construction of teaching staff is a key factor that affects the quality of education in private colleges and universities.The stability of the teaching staff in private colleges and universities is a practical manifestation of teacher cohesion,happiness and satisfaction.Running a school should be teacher-oriented.How to make up for the shortage and instability of the teaching team is the biggest problem facing the sustainable development of private universities.This research is based on the perspective of university research,taking Private G College as a case,and in-depth study of the stability of the school's teaching staff,and strives to meet with points to reflect the stability of the teaching staff of private universities in China,and to provide for the strengthening of the construction of teachers in private universities.Theoretical reference and countermeasures.This research first introduces the background and significance of the topic,summarizes the current research status in this field,forms a research idea,and determines the research method.Secondly,the core concepts and theoretical foundations are explained,and the teacher stability model is constructed and analyzed.Then,using the human resources data,questionnaire data and interview information of Wuhan G College,the status and characteristics of the stability of G College teachers are analyzed.Then,based on the "push-pull" theory,ERG theory and psychological contract theory,a theoretical model of influencing factors of teacher stability is constructed,and qualitative research and quantitative research are used to explore the influencing factors of teacher stability in G college.Finally,based on the research results of influencing factors,combined with theoretical support,from the three dimensions of "push","pull" and "Stabilizing force",the feasible countermeasures to improve the stability of teachers in G College were put forward.After research and analysis,it is concluded that the ability to play in the "thrust" factor,the work content,living conditions and work pressure have a significant impact on teacher stability.The "pulling force" comes from teachers' judgment on the external employment environment.Whether teachers can get better job opportunities significantly affects the stability of teachers.The "Stabilizing force" factor significantly affects the stability of teachers in terms of the degree of integration between school and personal development and professional love."Push" and "pull" negatively affect teacher stability,while "Stabilizing force" positively affects teacher stability.Based on the analysis of the theory and survey results,to improve the stability of teachers,we must comprehensively consider the common role of the "three forces." First,reduce the "push" in the school: improve teachers 'welfare,implement teacher classification management,give teachers autonomy in teaching,and improve internal management of the school;second,offset external "pull" : improve teachers' social security policy,strengthen supervision of professional title evaluation 3.Guarantee the source base of private college students.Third,increase personal "Stabilizing force" : cultivate teachers 'professional enthusiasm,improve teachers' sense of organizational belonging,and help teachers carry out career planning.