Paper Keywords: incentive mechanism: primary and secondary schools: teachers

Aiming at the problems existing in the current incentive process of primary and secondary schools, and drawing lessons from the incentive theory of organizational behavior, this paper puts forward some suggestions on the incentive measures in the management of primary and secondary school teachers.

The word motivation is translated from English motivation. American management scientist Robbins defines motivation as: the will to achieve organizational goals through high-level efforts, which is conditional on meeting some personal needs. There are three key factors in this definition: effort, organizational goals and needs. Effort is an indicator of strength. We should consider not only the strength of our efforts, but also the quality of our efforts. Organizational goals are the direction and purpose of efforts; Need is an internal driving force, which will produce seeking behavior to find a specific goal that can meet the need.

1 Problems in the Motivation of Primary and Secondary School Teachers

1. 1 Problems in the concept of motivation

1. 1. 1 pays too much attention to material incentives.

At present, the incentive mechanism of many schools is still materialized incentive. In the eyes of school leaders, motivation is just to give teachers more money. They don't know the great significance of respecting people and realizing their pursuit of self-worth. They don't realize that the quality of the incentive system will affect whether the school's goals can be achieved smoothly. According to the principle of diminishing marginal benefit in economics, when the remuneration increases to a certain extent, it will lose its value as an incentive factor, and too much material incentives will lead to negative phenomena such as quick success and instant benefit, talent bubble and so on. For school teachers, if they are motivated only by economic means, their expectations for economic returns will be higher and higher. After teachers get a certain level of rewards in a certain period, they will have more expectations for the rewards in the next period. If the next payment is lower than their expectation, they will feel depressed and dissatisfied, thus reducing the incentive effect.

1. 1.2 Ignore emotional motivation

As mentioned above, a prominent problem in the management of primary and secondary school teachers at present is one-sided emphasis on meeting teachers' material needs and increasing material incentives, while ignoring emotional incentives for teachers. It should be noted that emotional motivation is also one of the important factors to stabilize teachers. At present, many primary and secondary schools do not attach importance to democratic management, and the phenomenon of leaders' decision-making and "centralized discussion" is still serious, which is not conducive to mobilizing teachers' work emotions and stimulating teachers' work enthusiasm. The school teachers are all senior intellectuals. For them, they need not only higher material incentives, but also higher spiritual incentives.

1. 1.3 incentives are rewards.

Many schools simply think that incentive is reward, so when designing incentive mechanism, they often only consider positive incentive measures one-sidedly, ignoring or not considering restraint and punishment measures. Sometimes, even if restraint and punishment measures are formulated, they are not implemented correctly.

1.2 Problems in excitation process

1.2. 1 incentive groups cannot be treated differently.

At present, many schools do not change the incentive mode because of the change of teacher types, but adopt the same incentive mode for all teachers. These managers did not seriously think about and understand the inner needs of teachers, and gave the same incentives regardless of levels, objects and periods. Due to the single form, the marginal effect of incentives is decreasing year by year. The final result of this practice is not only a waste of incentive costs, but also a poor incentive effect.

1.2.2 "Get quick success and instant benefit"

In school management, motivation generally pays more attention to teachers' performance, which is understandable. It has made great contributions to creating a competitive atmosphere and stimulating teachers' potential. However, it is also a double-edged sword. This is manifested in: (1) Both schools and teachers regard hard indicators such as "entering a higher school" and "competition" as important goals, while training students as secondary goals. (2) Teachers' expectations of themselves focus on improving the quality of classroom teaching, ignoring higher professional growth goals and not paying attention to the absorption of non-teaching disciplines such as pedagogy, psychology and anthropology, resulting in a single structure of knowledge and skills and a poor vision.

1.2.3 lacks an effective talent competition mechanism.

The lack of effective talent competition mechanism is mainly manifested in two aspects: one is the imperfect teacher appointment system, and the other is the unfair and unscientific incentive mechanism. At present, many schools still use the original teacher title evaluation and employment system, that is, "once evaluation, lifelong enjoyment", and it is linked to teachers' various welfare benefits. Because of this, there has been a phenomenon of "conditional evaluation, but no conditions to create conditional evaluation". In order to balance the interests of all parties, teachers' management departments often adopt the method of seniority, which hinders the fairness and competitiveness of evaluation and employment, and also hinders the incentive mechanism for teachers to survive the fittest.

2 measures to improve the motivation of primary and secondary school teachers

The complexity of teachers' needs determines the complexity of incentive means. Only by fully understanding the hierarchical structure of teachers' different levels and types of needs and the leading needs in different periods, and setting different incentive and inducing factors, can teachers' enthusiasm and creativity be continuously and effectively mobilized.

2. 1 Combination of material stimulation and mental stimulation

(1) material incentives. Teachers are social people, and like other members of society, they need to survive and develop, and they need certain external material conditions to support them. This is an objective existence. Material incentive is to meet people's material needs and adjust the relationship of material interests, so as to stimulate people's upward motivation and control people's behavior trend, which is mainly manifested in the forms of increasing wages, bonuses, allowances, reducing wages and fines. Material incentive plays a great role in strengthening the principle of distribution according to work and mobilizing teachers' enthusiasm for work, and it is also a very common incentive model used in primary and secondary schools in China at present. (2) Spiritual encouragement. It is difficult to achieve good results simply by material incentives. In addition to material needs, teachers need spiritual needs. Teachers have a strong thirst for knowledge, strong self-esteem and a sense of accomplishment, and a considerable part of their enthusiasm for work comes from education itself. Therefore, in the management of teachers in our country, we should resolutely abandon the idea of "economic man", use economic means and methods such as salary and bonus to motivate teachers, and also meet the higher-level needs of teachers' emotion, development and achievement, so as to arouse their enthusiasm. Schools can create a better interpersonal and academic environment for teachers and relieve their work pressure; It can provide more opportunities for teachers to participate in school management and increase their recognition of school goals; Schools can also enhance teachers' sense of self-realization through trust, care, promotion and providing opportunities for further study.

(3) In management science, motivation cannot be equated with reward. Although literally, motivation can inspire, encourage, induce, drive and cheer up, it does not mean that motivation is a positive reward. It is incorrect to emphasize only the interest orientation, which is harmful to guiding practice. Management incentive, in a complete sense, should include two meanings: incentive and constraint. Therefore, in practical work, we should adhere to both positive and negative incentives. Only by rewarding the excellent and punishing the poor, rewarding the diligent and punishing the lazy, can we really mobilize the enthusiasm of employees and form a competitive situation in which everyone competes first.

2.2 Optimize the incentive process

2.2. 1 Fully consider the individual differences of teachers and implement the principle of differential incentives.

According to the basic principle of people-oriented management, different people's needs are different, so are the needs of the same person in different periods and stages of development, and the same incentive measures have different effects on different people. Therefore, school administrators should carefully analyze and divide teachers' needs, find the entry point of motivation, stimulate their strongest needs, and give teachers the strongest motivation. Therefore, schools can adopt different reward systems according to their own characteristics and actual conditions. According to the needs and motivations of different teachers, different incentive measures are adopted.

2.2.2 Comprehensive evaluation of teachers, the establishment of intellectual incentive system.

Teacher's work is a complex mental work with unique creativity, and its value is obviously lagging behind and hidden. Therefore, when encouraging teachers, we should scientifically and comprehensively evaluate the value, achievements and contributions of teachers' labor according to the characteristics of teachers' labor. In the evaluation process, we should focus on the development of teachers' professional level and the strengthening of teachers' professional ethics, and establish a diversified and new evaluation system for primary and secondary school teachers, which is conducive to implementing quality education and giving play to teachers' creativity; In the way of evaluation, teachers' self-evaluation should be paid attention to, not the test scores, but the opinions of students and the feedback from parents. Through various evaluations, teachers can obtain information from various channels to improve their teaching behavior and self-cultivation, and constantly improve their teaching level and personality charm.

The intellectual incentive system can be implemented from the following aspects: vigorously advocate the continuing education and lifelong learning of primary and secondary school teachers, formulate policies and regulations that are conducive to teachers at all levels to consciously participate in continuing education, and take the content, achievements, times and effects of teacher training as the basis for the appointment and promotion of teachers at all levels to encourage teachers to actively participate in continuing education.

2.3 Establish an effective talent competition mechanism

2.3. 1 Reform the professional title evaluation and employment system.

To reform the evaluation and employment system of school teachers' professional titles, we need to pay attention to the following issues: first, set up teachers' posts according to the specific positioning and needs of the school, compete for posts in a fair, just and open environment, and choose the best ones; Secondly, schools should sign employment contracts with teachers, which should clearly stipulate the responsibilities, rights and interests of both schools and teachers. According to different positions, responsibilities and allowances are different; Third, teachers should be able to go up and down and manage dynamically. Teachers' posts, especially key posts, are limited and should be carefully assessed. Teachers who can't perform their duties should be laid off in time according to the contract, or change their posts.

2.3.2 Establish an accurate and fair incentive mechanism.

First of all, the incentive system should embody the principle of fairness. First, on the basis of extensively soliciting teachers' opinions, a system recognized by most people should be introduced. Secondly, it should be combined with the assessment system, which can stimulate teachers' sense of competition, transform this external driving force into a kind of self-work motivation, and give full play to people's potential; Finally, when formulating the system, it is necessary to be scientific, that is, to do the work carefully. Schools must systematically analyze and collect information related to incentives, fully understand teachers' needs and work quality, constantly formulate corresponding strategies according to changes in the situation, and constantly test and correct them through practice to further enrich and develop, thus improving the objectivity and scientificity of indicators.

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