Classroom Management Skills, Work Motivation And Commitment of Chinese University Faculty

Abstract

This study used a descriptive research methodology to examine the relationship between classroom management skills, work motivation and commitment of Chinese university teachers, and a proposal for training and development program in order to improve teachers’ management skills, motivation and commitment to their work was offered. The participants of this study were college teachers from Yunan University of Finance and Economics, YNUFE, China. The total population of the teachers in this university is 2000. The study revealed that most of the respondents were male, between 26 and 30 years of age, between 11 and 15 years of work experience, and most had a master’s degree. The respondents agreed that they were motivated in the classroom psychological and social environment, at the individual level, in the inter-classroom interactions and within the classroom. in terms of motivation to learn, respondents strongly agreed with items such as “identifi cation motivation”, “external motivation”, and “integration motivation”. Two aspects of commitment were considered very important by the respondents, namely the reasons for employees to study abroad and the loyalty and emotional identifi cation of the employees with the school. The significant positive correlation between classroom management skills, motivation and commitment is an important finding; hence, the researcher proposed an action plan to improve management skills, motivation and commitment in Chinese universities.