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论文编号：	14777
作者编号：	1120180966
上传时间：	2024/6/10 10:34:21
中文题目：	高校预聘制特征对教师工作绩效的影响机制研究
英文题目：	Research on the Influence Mechanisms of the Characteristics of Tenure-track System On the Job Performance of Tenure-track Faculties
指导老师：	崔勋
中文关键字：	预聘制；绩效压力；工作不确定性；工作绩效；影响机制
英文关键字：	Tenure-track system; Performance Pressure; Job uncertainty; Job performance; Impact mechanisms
中文摘要：	随着高等教育改革的持续深化，高校预聘制作为一种新兴的教师聘用制度，在国内的高校中逐渐得到推广。该制度以科研为导向，以绩效为核心，旨在通过竞争机制激发教师的工作动力和科研产出，进而提升高校的综合竞争力。然而，预聘制的实施也带来不少争议，尤其是其对教师工作绩效的影响机制尚未得到全面揭示。鉴于此，本研究旨在探究高校预聘制对教师工作绩效的影响机制，旨在为高校管理层提供决策支持，并为相关理论研究贡献新的视角。 本研究围绕“高校预聘制对教师工作绩效的影响机制”这一核心议题，首先通过梳理与分析高等院校关于预聘制的文件，同时结合访谈高校教师的方法，总结出高校预聘制的实施现状以及核心特征，然后在此基础上设计了三个实证研究，分别通过整合压力认知评价理论、资源保存理论和归因理论，分析了预聘制的核心特征（即绩效压力和工作不确定性）对教师工作绩效的多重影响机制。每个子研究均采用问卷调查法，分三阶段收集数据，并对所提假设进行了系统验证。 研究一基于压力认知评价理论的视角发现，绩效压力和工作不确定性均对教师的工作不安全感产生正向影响，进而促进教师的主动学习行为。这一连锁反应最终显著影响教师的任务绩效。值得关注的是，学校对教师的发展投入在此过程中发挥了关键的调节作用。在学校对教师的发展投入水平较低的情境下，工作不安全感对主动学习行为的促进作用更为显著，从而放大了绩效压力和工作不确定性对教师任务绩效的间接影响。 研究二借助资源保存理论和资源损失螺旋的观点，进一步发现工作不安全感是绩效压力和工作不确定性导致压力症状的关键中介要素，并最终对任务绩效产生负面影响。同时，同事支持被证实为这一影响机制中的重要调节变量。高水平的同事支持能够有效缓解工作不安全感和压力症状之间的负面关联，进而减轻绩效压力和工作不确定性对教师工作绩效的负面影响。 研究三是基于归因理论和人力资源归因理论的框架设计而成。研究三发现，预聘制教师对预聘制的不同归因方式对其工作绩效具有显著影响。具体而言，承诺型归因方式负向影响压力症状，而绩效型归因方式则产生正向影响。这些归因方式通过压力症状的中介效应进一步作用于工作绩效。同时，工作自我效能感和差序氛围感知分别对这些归因方式与工作绩效之间的关系起到调节作用。 综上所述，本研究通过多维度的理论分析和实证研究，揭示了高校预聘制特征对教师工作绩效的复杂影响机制。研究结果不仅为相关领域的理论研究提供了新的视角和证据，还为高校管理者提供了一系列具有针对性的策略建议。具体而言，高校应关注预聘制教师的心理压力和工作不安全感问题，加大教师发展投入，优化同事支持网络，并引导教师形成积极的归因方式和工作自我效能感。这些策略对于完善高校预聘制政策、提升教师工作绩效以及推动高等教育质量提升具有重要的实践指导意义。 本研究的创新点主要体现在以下几个方面：首先，本研究阐述了预聘制在我国的确立、发展与实施情况，并对预聘制的设计特点和表现特征进行了比较深入的分析；其次，本研究通过整合压力认知评价理论、资源保存理论和归因理论，构建了一个整合的研究框架，用于解释高校预聘制对教师工作绩效的多维度影响；再次，本研究不仅关注了预聘制特征（绩效压力和工作不确定性）对教师工作绩效的直接影响，还深入探讨了中介变量（如工作不安全感、主动学习行为、压力症状等）和调节变量（如学校发展投入、同事支持）在其中的作用机制，从而揭示了具体和多元的影响路径；最后，研究引入了归因类型对工作绩效的影响研究，丰富了归因理论的研究。 本研究在理论上的贡献主要体现在丰富了高校预聘制与教师工作绩效关系的研究领域。通过综合运用多种理论视角和实证分析方法，本研究不仅验证了已有理论在高校预聘制背景下的适用性，还发现了新的影响机制和边界条件，为相关领域的理论发展提供了新的思路和证据。具体包括以下四点：（1）验证了压力认知评价理论在高校预聘制背景下的适用性；（2）拓展了资源保存理论在解释教师工作绩效研究中的应用范围；（3）揭示了归因理论在解释预聘制对教师工作绩效影响中的重要作用；（4）构建了整合的模型以更好地理解预聘制教师工作绩效的影响因素。 在实践方面，本研究为高校管理者提供了一系列有针对性的策略建议。首先，优化预聘制教师的绩效管理体系，缓解工作压力，同时也积极关注预聘制教师的工作不安全感和压力问题，通过提供必要的支持和资源，帮助他们更好地应对挑战和困境；其次，加强组织支持，营造良好的工作氛围，以营造良好的工作环境和氛围，激发教师的工作热情和创新能力；再次，引导预聘制教师积极归因，提升自我效能感，以更好地适应预聘制的要求并实现个人职业发展。最后，建立透明的沟通机制和公正的评价体系，弱化差序氛围，降低差序氛围对教师心理健康与工作绩效带来的负面影响。这些策略建议对于优化高校预聘制政策、改善教师心理健康、提高教师工作绩效和促进高等教育质量提升具有重要的实践意义。
英文摘要：	With the continuous deepening of the reform of higher education, college tenure-track system, as an emerging teacher employment system, has been gradually promoted in colleges and universities at home and abroad. The system is research-oriented and performance-centered, aiming to stimulate the work motivation and innovation ability of faculties through the market competition mechanism, thus enhancing the comprehensive competitiveness of universities. However, the implementation of the tenure-track system is accompanied by a lot of controversies, especially its specific impact mechanism on faculty performance has not been fully revealed. In view of this, this study aims to investigate the impact of tenure-track system on faculty performance, to provide decision-making support for university management, and to contribute new perspectives to related theoretical research. This study focuses on the core topic of “the impact mechanism of college’s tenure-track system on faculty performance”, firstly, through studying the documents on tenure-track system of 985 colleges, 211 colleges, double first-class colleges and universities and a few ordinary colleges and universities, and combining with the method of interviewing college faculties, we summarize the current situation of implementation of the tenure-track system of colleges and universities, and the characteristics of the implementation of the tenure-track system. On the basis of this, three empirical studies were designed to analyze the multiple influence mechanisms of the characteristics of the tenure-track system (i.e., performance pressure and job uncertainty) on faculties’ job performance by integrating the cognitive appraisal theory of pressure, the conservation of resources theory, and the theory of attribution, respectively. Each sub-study used the questionnaire method to collect data in three stages and tested the proposed hypotheses systematically. The findings of Study 1 showed that from the perspective of the cognitive appraisal theory of stress, both performance stress and job uncertainty positively influence faculties’ job insecurity, which in turn promotes faculties’ active learning behaviors. This chain reaction ultimately significantly affected faculties' task performance. Of note, the school's developmental inputs to faculties played a key moderating role in this process. In lower developmental input contexts, job insecurity promoted active learning behaviors more significantly, thus amplifying the indirect effects of performance stress and job uncertainty on faculties’ task performance. Drawing on the conservation of resources theory and resource loss spiral, Study 2 further found that job insecurity was a key mediating element of performance stress and job uncertainty leading to stress symptoms and ultimately negatively affecting task performance. Meanwhile, coworker support was confirmed to be an important moderating variable in this influential mechanism. A high level of coworker support can effectively alleviate the negative association between job insecurity and stress symptoms, which in turn reduces the negative impact of performance stress and job uncertainty on faculties' task performance. Study 3 was designed based on the framework of attribution theory and human resource attribution theory. Study 3 found that the different attributions of tenure-track faculties towards tenure-track system had a significant effect on their job performance. Specifically, employee enhancement HR attributions negatively affected stress symptoms, while employee exploitation HR attributions had a positive effect. These attributions further acted on job performance through the mediating effect of stress symptoms. Meanwhile, job self-efficacy and differential climate moderated the relationship between these attributions and job performance, respectively. In summary, this study comprehensively reveals the complex mechanism of the influence of the characteristics of tenure-track system on faculties’ job performance in colleges and universities through multidimensional theoretical analysis and empirical research. The findings not only provide new perspectives and evidence for theoretical research in related fields, but also provide a series of targeted strategic recommendations for college administrators. Specifically, colleges and universities should pay attention to the psychological stress and job insecurity of tenure-track faculties, increase investment in faculty development, optimize colleague’s support networks, and guide faculties to develop positive attributions and job self-efficacy. These strategies are of great practical significance for improving the tenure-track policy, enhancing faculties’ performance, and promoting the quality of higher education. The innovations of this study are mainly reflected in the following aspects: first, this study relatively systematically describes the establishment, development and implementation of the tenure-track system in China, and conducts an in-depth analysis of the design features and performance characteristics of the tenure-track system; second, by integrating the cognitive appraisal theory of stress, the conservation of resources theory, and the attribution theory, the study constructs a comprehensive and in-depth theoretical framework for explaining the multidimensional impact of the characteristics of tenure-track system on the job performance of faculties. Third, The study not only focuses on the direct effects of the characteristics of the tenure-track system (performance pressure and job uncertainty) on faculties’ job performance, but also explores in depth the role of mediating variables (e.g., job insecurity, active learning behaviors, and symptoms of stress) and moderating variables (e.g., inputs for school development, and support from colleagues), thus revealing a more complex and fine-tuned influence paths; finally, the study introduces the study of the influence of HR attributions on job performance, enriching the research on attribution theory. The theoretical contribution of this study is mainly reflected in enriching the research field of the relationship between tenure-track system and faculties job performance in colleges and universities. Through the comprehensive use of multiple theoretical perspectives and empirical analysis methods, this study not only verifies the applicability of existing theories in the context of college tenure-track system, but also discovers new influencing mechanisms and boundary conditions, which provides new ideas and evidences for the development of theories in related fields. Specifically, it includes the following four points: (1) it validates the applicability of the stress cognitive appraisal theory in the context of college tenure-track system; (2) it expands the scope of application of the conservation of resources theory in explaining the research on faculties’ job performance; (3) it reveals the important role of the attribution theory in explaining the job performance of faculties in the tenure-track system; and (4) it constructs an integrated model for a comprehensive understanding of the influences on faculties’ job performance in the tenure-track system. In terms of practice, this study provides a series of targeted strategic recommendations for college administrators. Firstly, optimize the performance management system of tenure-track faculties to alleviate work pressure, and also pay active attention to the work insecurity and stress problems of tenure-track-faculties to help them better cope with the challenges and dilemmas through the provision of necessary support and resources; Secondly, strengthen the organizational support and create a good working atmosphere in order to build up a good working environment and atmosphere to stimulate the faculties’ enthusiasm for their work and their ability to innovate; Thirdly, guiding tenure-track faculties to make positive attributions and enhance their sense of self-efficacy in order to better adapt to the requirements of the tenure-track system and realize their personal career development. Lastly, establish a transparent communication mechanism and a fair evaluation system to weaken the differential atmosphere perception and reduce the negative impact of the differential atmosphere perception on faculties’ psychological health and work performance. These strategic recommendations are of great practical significance for optimizing the tenure-track policy, improving faculties’ psychological health, enhancing faculties’ performance, and promoting the quality of higher education.
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