Factors in the Learning Motivation of Proficient Teachers: From the Perspective of System Dynamics

A high-quality professional teacher force is an important cornerstone for building a strong country in education, which are inseparable from the continuous learning of teachers. However, how to stimulate and promote the re-learning of proficient teachers is a difficult point in the construction of professional teacher force. Social construction theory, motivation theory, self-determination theory, adult learning theory, and teacher professional development theory are the main theoretical models to explain the influencing factors of teacher learning motivation. Integrating these models, based on the analysis framework of the interactive relationship between individuals, social relations, social environment and teachers' learning motivation, this study conducted in-depth interviews on the learning motivation of 7 proficient teachers, systematically analyzed the factors influencing the learning motivation. It was found that taking care of the growth needs of teachers of different genders, enhancing teachers' sense of efficacy and achievement through reform and resource support, and transforming teachers' teaching and learning concepts can improve teachers' learning motivation; Peer support, guidance and supervision are important factors in the learning motivation of these teachers; "For the growth of students", meeting their learning needs, receiving encouragement and recognition from students are the core motivations of proficient teachers' learning; Student parents' expectation and quality are the indirect driving force of learning; Growth of their own children is the thrust of their professional learning; Evaluation of professional titles is the dominant driving force of learning; Educational reform, "visible" leadership of principals, powerful professional platform, high-quality educational resources, and targeted learning activities can mobilize the learning atmosphere of teachers and promote their learning. In addition, the "face" issue and the "comity" culture caused by the interaction between the social environment and individuals are the covert factors that are restricting the learning motivation of proficient teachers.