Which Kinds of Reward System Are Effective Methods for Chinese Education Industry to Retain Excellent Teachers?

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“Which kinds of reward system are effective methods for Chinese education industry to retain excellent teachers?”

“4794702”

“02/09/2011”

Dissertation submitted in part-fulfilment of the requirements for the degree of  [Master of “International Human Resource Management”]  at the University of East Anglia

 This copy of the dissertation has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that no quotation from the dissertation, nor any information derived therefrom, may be published without the author's prior, written consent.

ACKNOWLEDGEMENTS

* I would like to express my truly thankfulness and appreciation to my supervisor, Dr Tzouramani Eleni for her unstinting guidance and motivational advice. Without her care and patience, it is impossible to achieve this study by myself.

* Additionally, the best wish goes to my dear friends, who provide every possible support for my research. Without their contribution, I would have not been able to realize this study.

* Further, thank all participants in my research. Their contribution is the primary and profound foundation to the success of my research.

ABSREACT
In recent years, the reform in Chinese education industry is profound which not only impacts the situation of students, but also has a great influence on teachers’ performance. The loss of excellent teachers tends to be an essential issue for current education organizations in China. In addition, the changes in current Chinese society cause a remarkable generation gap, which also decrease the effectiveness of reward system. Hence, this research is target to identify and analyse the attitudes of teachers in different Chinese generation and based on the findings to create a new model of reward system for retain excellent teachers in China. This research utilized the theories of reward system, generation effect and motivation as the main tools to analyse the attitudes from different generation. In terms of reward system, reward types and the methods of reward rates are the two key points. Besides, all participants has been divided into three groups as their different generation, which are 70’s generation born between 1970 and 1979, 80’s generation born between 1980-1989, and 90’s generation born between 1990-1999. Moreover, Maslow’s Hierarchy of needs theory, Herzberg’s two-factor theory and Adam’s equity theory has been utilized in this study as an academic foundation to explain teachers’ attitudes for reward system. Based on those theories, there are three important findings. The first one is about the reward types. Teachers who born during 1970 to 1979 are more focus on the cash form reward, while a reward system including cash form and benefits are more appropriate for employees in 80’s generation. Besides, a mix between financial and non-financial reward system is the first choice for 90’s generation. Furthermore, job evaluation method and skill based pay are the preference for 70’s generation and 80’s generation respectively. Additionally, excepting to teachers in 90’s generation, other both participant components chose work harder as their reflection to unfair treatment. On the other hand, a new model of reward system has been developed from above key findings to retain teachers in different generation in Chinese education industry. In sum, the research objectives have been achieved with the help of supervisor and all participants.

Key Words: Reward System, Generation Effect, Motivation Theory, Chinese education industry, Talent Retention

Word Count: 13,838
CONTENTS
ACKNOWLEDGEMENTS………………………………………………….……………………………………………..Ⅰ ABSTRACT……………………………………………………………………………………………………………………..Ⅱ CONTENTS……………………………………………………………………………………………………………….…...Ⅲ LIST OF FIGURES……………………………………………………………………………………….…………………..Ⅴ LIST OF TABLES……………………………….……………………………………………………………………….…...Ⅵ

CHAPTER 1:...
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