摘要
激发民族地区乡村教师公共服务动机,对于鼓励他们积极参与乡村教育事业,提升民族地区乡村公共服务质量、推动乡村全面振兴具有重要意义。为明晰民族地区乡村教师公共服务动机的测度,本研究综合运用了定性与定量的方法,聚焦于我国民族地区独特的制度和文化情境,通过扎根理论和因素分析,构建民族地区乡村教师公共服务动机的内涵结构和测度量表。具体而言,首先借助扎根理论,通过深入剖析我国民族地区乡村教师的教育故事,以揭示其公共服务动机的概念、结构及其维度;其次,通过编制量表和进行因素分析,以探索、验证并明晰民族地区乡村教师公共服务动机的具体测度。研究发现:第一,我国民族地区多元的民族文化(尤其是饮食文化)和地理经济环境是导致教师公共服务动机复杂多元的首要因素;第二,西方常用量表的四个维度在中国情境下依然存在,但是表现形式有一定差异;“使命担当与师德操守”、“自我实现”成为与中国制度文化情境和教师职业公共性紧密关联的两个新维度。
As the key force in the development of public education,rural teachers in ethnic minority areas directly affect the level of rural education,rural talent reserves,and economic and social development in ethnic minority areas.Therefore,enhancing the public service motivation of rural teachers in ethnic minority areas is of great significance for encouraging them to actively participate in rural education,improving the quality of public services in rural areas,and promoting the comprehensive revitalization of rural areas.Based on a systematic review of research on teachers’public service motivation,it is concluded that the public service motivation of rural teachers in ethnic minority areas is a complex issue with multifaceted levels and factors intertwined.It is not only related to the era proposition of“improving the level of public services”in China,but also requires exploring its connotation and measurement dimensions based on the unique cultural context of ethnic minority areas in China.Therefore,in order to clarify the measurement of rural teachers’public service motivation in ethnic minority areas,this paper comprehensively used qualitative and quantitative methods,focusing on the unique institutional and cultural context of China’s ethnic minority areas.Through grounded theory and factor analysis,the connotation structure and measurement scale of rural teachers’public service motivation in ethnic minority areas were constructed.Firstly,with the help of grounded theory,through in depth analysis of the educational stories of rural teachers in ethnic minority areas in China,the connotation of rural teachers’public service motivation in ethnic minority areas has been clarified.In other words,rural teachers’public service motivation is an internal psychological process and driving force that stimulates,maintains,regulates,and stabilizes rural teachers’commitment to public education in ethnic minority areas,as well as their adherence to teacher ethics and ethical standards.The goal of rural teachers’public service motivation in ethnic minority areas is directly directed towards the revitalization of rural education,and towards pro social and promoting social goodness.It is specifically composed of rational motivation,normative motivation,and emotional motivation.Among them,rational motivation consists of two dimensions:public participation and self realization;Normative motivation consists of mission responsibility and teacher ethics;Emotional motivation consists of selfless dedication.And in different stages of teacher development,there are differences in the composition of public service motivation,as well as crowding out,reinforcement,and synergistic effects among motivations.Secondly,this paper follows the standardized scale development process,and develops and tests a measurement scale for rural teachers’public service motivation in ethnic minority areas,which includes four dimensions:public participation,self realization,mission responsibility and ethics,and selfless dedication,based on the results of grounded theory research.The purpose is to explore,validate,and clarify the specific measurement of rural teachers’public service motivation in ethnic minority areas.The empirical research results show that the measurement of rural teachers’public service motivation in ethnic minority areas developed by the research has good reliability and validity.In addition,this paper finds that,firstly,the diverse ethnic cultures and geographical and economic environments in ethnic minority areas in China are the primary factors that lead to the complex and diverse public service motivation of teachers;Secondly,the four dimensions of the Western common scale still exist in the Chinese context,but there are some differences in their manifestation.At the same time,this paper also finds two new dimensions closely related to the Chinese institutional and cultural context and the public nature of the teaching profession:“mission responsibility and ethics”and“self realization”.In summary,this paper provides a theoretical basis for accurately evaluating the public service motivation of rural teachers in ethnic minority areas and for formulating effective teacher incentive policies.It also offers valuable insights for the academic community on how to apply public service motivation measurement in specific cultural contexts.
作者
张姝
朱艳
Zhang Shu;Zhu Yan(Faculty of Education Science,Sichuan Normal University,Chengdu,Sichuan,China)
出处
《四川师范大学学报（社会科学版）》
CSSCI
北大核心
2024年第6期123-138,201,202,共18页
Journal of Sichuan Normal University(Social Sciences Edition)
基金
国家社会科学基金一般项目“民族地区乡村教师公共服务动机的测度与培育研究”(23BSH116)的研究成果。
关键词
公共服务动机
民族地区
乡村教师
量表开发
public service motivation
ethnic areas
rural teachers
scale development
