Abstract:

Based on in-depth interviews with 30 young university teachers, this study uses grounded theory to systematically analyze the motivation structure, generation methods and improvement methods of young university teachers, and construct a theoretical model of the professional development motivation of young university teachers. It concluded that the professional development motivation system of young university teachers in China includes four interrelated dimensions, namely environment, efficiency, emotion and value. It is generated and developed mainly through external stimulation, demand matching, professional identification and value linkage. To promote the professional development of young university teachers, it is necessary to reform the evaluation mechanism, anchor the development direction, respect teachers and match the development needs, create a good atmosphere to enhance professional identity and unify internal and external values and stimulate achievement motivation.

Key words: young university teachers, professional development, motivation, grounded theory