四、结论与建议
研究表明,高职院校教师职业认同由自我角色认同、行为方式认同与外在角色认同三个二阶因子构成。总体而言,高职院校教师的职业认同水平较高,但尚存在提升空间。高职院校教师职业认同在性别、学历、职称上无显著差异,在月收入上存在显著差异。
本研究的建议如下：通过适当增加高职院校教师月收入的方式提升其职业认同水平。月收入≤5000元与月收入≥9001元的高职院校教师在职业认同水平上存在显著差异,月收入≤5000元与月收入5001～7000元、月收入7001～9000元、月收入≥9001元的高职院校教师在职业行为方式认同水平上存在显著差异。由此可见,高职院校教师的月收入存在一个关键节点,将收入较低的高职院校教师月收入水平提升至此节点,高职院校教师的行为方式认同水平将会整体改善和提升。随着高职院校教师行为方式认同水平的不断提升,他们将会更加积极地投身于教学、科研和社会服务活动。行为方式的改变自然会影响高职院校教师自我角色和外在角色的转变。在行为方式认同水平提升的基础之上,自我角色认同水平和外在角色认同水平也会相应提升,并最终实现高职院校教师职业认同水平的有效提升。
【注释】
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