| dc.description.abstract | With the development of Chinese universities and educational resources, the teachers in college become a powerful motivator to drive the improvement of high education given that their academic performance directly influences the teaching quality of the universities.
Recently, many universities launched all manner of incentives to improve college teachers’ performance. However, due to the fact that the incentives introduced by university administrators failed to address the internal characteristics and external conditions of university teachers specifically, occasionally the situation where the incentives don’t work effectively does occur, especially for the media and non-media teachers incentive. Therefore, the assessment of media teachers and non-media teachers should be targeted and different.
Given the fact mentioned above, this study discusses the influencing factors and incentive levels of the incentive mechanism of media teachers and non-media teachers in Colleges and universities, as well as how different incentive factors affect teachers' performance, trying to verify the mediating and moderating effect of achievement desire in the relationship between motivation and performance.
According to the research on the incentive performance of media teachers and non-media teachers: on the one hand, among the significant factors of direct impact of internal and external incentives on performance, the incentives including organizational environment and career development have significant positive effects on education and teaching, scientific research, social services, peripheral relations and organizational dedication respectively, while salary and welfare have a negative impact on organizational dedication; on the other hand, Among the external incentive factors, career path has a positive impact on education and teaching, scientific research and social service, the atmosphere of the workplace and career path affect peripheral relations and organizational dedication a lot , while compensation and welfare have a negative impact on scientific research and social service respectively, and the vibe in the workplace has a negative impact on social service; Among the internal incentive factors influencing non-media college teachers, the accomplishments have a significant impact on education and teaching, scientific research, social service, peripheral relationship and organizational dedication. Personal value has a significant impact on peripheral relationship and organizational dedication, while personal value and innovation incentive have a negative impact on scientific research and social service respectively; among the internal incentive factors influencing media college teachers, the accomplishments have a significant influence on education and teaching, scientific research, social service, peripheral relationship and organizational dedication, while personal value and innovation incentive have negative impact on social service and scientific research respectively.
The mediating effects of media and non-media achievement desire factors on task performance and relationship performance are different: one the one hand, external incentive factors influencing the non-media and media college teachers will affect organizational dedication through the pursuit of success; while the internal incentive factors influencing the non-media college teachers will affect scientific research, social service and organizational dedication respectively through the pursuit of success. At the same time, the internal incentive of media will affect education and teaching, social service and surrounding relations through the pursuit of success. Therefore, the internal incentive of media will affect organizational dedication through pursuing success and avoiding failure.
Through the verification of desire for achievement which affects the task performance and relationship performance of non-media and media college teachers, it is found that in the external incentive factors influencing non media college teachers, the pursuit of success has a positive moderating effect on peripheral relations and organizational dedication, while in the internal motivation, avoiding failure has a negative moderating effect on education and teaching, and the pursuit of success has a negative moderating effect on the relationship between scientific research and the pursuit of success; in the external incentive factors influencing media college teachers, the pursuit of success has a positive moderating effect on social service. The intrinsic motivation of teachers' pursuit of success has a positive moderating effect on social service and peripheral relations.
keywords: media college teacher, non-media college teacher, incentive, performance, desire for achievement, mediating effect, regulatory effect, structural equation model (SEM). | th |
