I 摘要 随着中国教育事业发展，民办高校的地位也越来越高，民办高校教师激励机 制研究成为重要课题。然而，民办高校管理者一直面临的重要问题是怎样更好的 调动教师工作积极性，民办高校可持续发展的战略规划部署也会受其影响。目前 民办高校普遍使用的教师激励方式为物质奖励和大众化绩效考核评优制，其优点 见效快但也存在一定不足，教师执行效力缺乏持久度，在一定程度上难以确保激 励的公平性与全面性，同时也缺乏了灵活性。若要充分挖掘教师的主体能动性不 仅需要借助外部力量作用的推动，还应当促进教师个体激发其内在驱动力，促进 教师思想行为的转换，从最初的机械式执行任务到积极主动配合来完成目标。 本文以民办高校M学院为研究对象，结合地域亚文化的特征，深度剖析制约 M学院教师自我激励要素缺乏的原因。民办高校M学院应当突破以制约控制为主 的外部激励机制的局限，转向研究如何最大限度激发教师的创造力和潜能，探索 促进教师自我激励机制形成的策略。通过总结当前研究成果，结合管理学、人力 资源管理等学科知识探讨目前研究的不足和方向，从而持久有效地发挥教师自我 发展、自我完善的内驱力，以期提高我国民办高校教师自我激励机制的可行性、 实效性。 关键词：民办高校；教师；亚文化；自我激励 Abstract II Abstract With the development of China's education, the status of non-government colleges and universities is getting higher and higher. However, the managers of private colleges and universities have been facing a key problem is how to better mobilize the enthusiasm of teachers, which will also affect the strategic planning and deployment of the sustainable development of private colleges and universities. At present, the commonly used methods of teacher incentive in private colleges and universities are material reward and popular performance appraisal system, which have the advantages of quick effect but also have some shortcomings. The implementation effect of teachers is not durable, so it is difficult to ensure the fairness and comprehensiveness of incentive to some extent, and also lacks flexibility. In order to fully explore the subjective initiative of teachers, it is not only necessary to make use of external forces to promote, but also to promote the individual teachers to stimulate their internal driving force, promote the transformation of teachers' thinking and behavior, from the initial mechanical execution of tasks to the active cooperation to complete the goal. This paper takes M college, a private university, as the research object and combines the characteristics of regional subculture to deeply analyze the reasons that restrict the lack of self-motivation factors for teachers in M college. M college of a private university should break through the limitation of the external incentive mechanism dominated by restriction and control, turn to research on how to maximize the creativity and potential of teachers, and explore strategies to promote the formation of teachers' self-incentive mechanism. By summarizing the current research results and combining the knowledge of management, human resource management and other disciplines to discuss the shortcomings and direction of the current research, so as to give play to the drive of teachers' self-development and self-perfection in a lasting and effective way, with a view to improving the feasibility and effectiveness of the self-incentive mechanism for teachers in China's private colleges and universities. Key words : private colleges; The teacher; subcultures; Self motivation 目录 III 目 录 摘要 ..................................................... I Abstract ................................................. II 目 录 ................................................... III 第一章 绪论............................................... 1 第一节 问题的提出与研究背景..................................... 1 一、 问题的提出 ......................................................... 1 二、 研究背景 ........................................................... 1 第二节 国内外研究综述........................................... 2 一、 国外研究综述 ....................................................... 2 二、 国内研究综述 ....................................................... 5 第三节 选题依据、研究目的及意义................................. 8 一、 选题依据 ........................................................... 8 二、 研究目的 ........................................................... 9 三、 研究意义 ........................................................... 9 第四节 研究总体思路、方法及创新点.............................. 10 一、 研究总体思路 ...................................................... 10 二、 研究方法 .......................................................... 11 三、 研究的创新点 ...................................................... 12 第二章 相关理论.......................................... 13 第一节 概念界定................................................ 13 一、 亚文化 ............................................................ 13 二、 自我激励及构成要素................................................. 13 第二节 理论基础................................................ 15 一、 内容型激励理论 .................................................... 15 二、 自我决定理论 ...................................................... 16 三、 互补原理 .......................................................... 17 第三章 M学院教师自我激励现状 ............................ 18 第一节 M学院简介............................................... 18 一、 M学院的背景 ....................................................... 18 二、 M学院教师基本情况.................................................. 19 第二节 M学院教师自我激励....................................... 21 目录 IV 一、 M学院教师自我激励情况.............................................. 21 二、 M学院教师自我激励环境.............................................. 24 第三节 M学院教师问卷调查及访谈设计与分析....................... 30 一、 调查问卷设计 ...................................................... 30 二、 问卷调查数据统计与分析 ............................................. 31 三、 人物访谈设计 ...................................................... 38 四、 人物访谈分析 ...................................................... 39 第四章 M学院教师自我激励的主要问题及原因 ................ 41 第一节 M学院教师自我激励问题分析............................... 41 一、 物态文化方面 ...................................................... 41 二、 制度文化方面 ...................................................... 43 三、 行为文化方面 ...................................................... 45 四、 心态文化方面 ...................................................... 47 第二节 M学院教师缺乏自我激励的原因............................. 48 一、 内部原因 .......................................................... 48 二、 外部原因 .......................................................... 51 第三节 小结.................................................... 52 第五章 M学院教师自我激励机制构建 ........................ 53 第一节 民办高校教师自我激励策略的基本原则...................... 53 一、 坚持物质激励和精神激励相结合原则 ................................... 53 二、 坚持短期激励与长期激励相结合原则 ................................... 53 三、 坚持公平激励与差别激励相结合原则 ................................... 54 四、 坚持正向激励与负向激励相结合的原则 ................................. 54 第二节 闽南文化与教师自我激励功能互补.......................... 55 一、 价值导向功能互补................................................... 55 二、 内容功能互补 ...................................................... 55 三、 方式功能互补 ...................................................... 56 第三节 亚文化下教师自我激励优化................................ 56 一、 加强物态文化建设................................................... 56 二、 加强制度文化建设................................................... 58 三、 加强行为文化建设................................................... 60 四、 加强心态文化建设................................................... 62 第四节 小结.................................................... 66 第六章 结论与展望 .