Abstract Table of Contents List of Figures List of Tables List of Abbreviations Acknowledgments Chapter 1 Introduction 1.1 Overview 1.2 Background to the Study 1.3 Higher Education in China 1.3.1 Overview of the development of Chinese education 1.3.2 Structure of the higher education system in China 1.3.3 TEFL academics in Chinese universities 1.3.4 Social and political status of academics 1.3.5 Appointment of academic staff 1.3.6 Academic staff assessment 1.3.7 Promotion 1.3.8 Academics' salaries 1.3.9 Workload 1.3.10 Working conditions 1.3.11 Academics' professional development 1.4 The Study 1.5 Significance of this Research 1.5.1 The researcher's position 1.6 Northern University 1.6.1 Organisational structure of Northern University 1.6.2 The two research sub-sites 1.6.3 English teaching at Northern University 1.7 Aims of the Study 1.8 The Research Questions 1.9 Structure of the Thesis Chapter 2 : Literature Review 2.1 Overview 2.2 Theories of Teachers' Motivation 2.2.1 Achievement Goal Theory 2.2.2 Self-efficacy Theory 2.2.3 Expectancy Value Theory 2.2.4 Attribution Theory 2.2.5 Self-Determination Theory 2.3 Application of Self-Determination Theory 2.3.1 Basic psychological needs 2.3.2 Role of goals in achieving needs 2.3.3 Wellbeing 2.3.4 Cross-cultural studies of Self-Determination Theory 2.3.5 The limitation of Self-Determination Theory 2.4 Studies on the Motivation of TEFL Academies in China 2.5 Summary Chapter 3 : Conceptual Framework for the Study 3.1 Overview 3.2 Self-Determination Theory 3.2.1 The continuum of motivation 3.2.2 Autonomous motivation 3.3 Organisational Culture 3.4 Definitions of Organisational Culture 3.4.1 University culture 3.4.2 The levels of university culture 3.5 Confucian Moral Standards and Organisational Culture 3.6 A Framework for Organisational Culture 3.6.1 Competing Values Framework 3.7 Assessment of Organisational Culture 3.8 Empirical Studies in University Culture 3.9 Empirical Studies in Competing Values Framework 3.10 The Framework of the Study 3.11 Summary Chapter 4: Methodology and Methods 4.1 Overview 4.2 Methodology 4.3 Research Design 4.4 Participants 4.5 Measures 4.5.1 Demographic questionnaire 4.5.2 Research questionnaires 4.6 Procedure 4.7 Data Analyses 4.7.1 Preliminary analyses 4.7.2 Primary analyses 4.8 Reliability and Validity 4.9 Ethics 4.10 Summary Chapter 5 : Quantitative Data Analysis 5.1 Preliminary Analyses 5.1.1 Demographics 5.1.2 Descriptive analyses 5.1.3 Correlation 5.2 Primary Analyses 5.2.1 Research question 1 5.2.2 Research question 2 5.2.3 Research question 3 5.3 Summary Chapter 6: Qualitative Data Analysis 6.1 Profile of Interview Participants 6.2 Findings from the First Round of Interviews 6.2.1 Need for competence 6.2.2 Need for autonomy 6.2.3 Need for relatedness 6.3 Findings from the Second Round of Interviews 6.3.1 Dominant characteristics 6.3.2 Management of employees 6.4 Summary Chapter 7 : Discussion and Conclusion 7.1 Purpose of the Study 7.2 Conceptual Framework and Methodology 7.3 Summary of the Key Findings 7.4 Discussion of the Findings 7.4.1 The influence of personal experiences on motivation 7.4.2 The influence of social contextual culture on motivation 7.4.3 The impact of organisational culture on motivation 7.5 Implication for Theory 7.6 Implications for Practice 7.6.1 Enhancing the salary of TEFL academics 7.6.2 Improving leadership 7.6.3 Developing resources 7.6.4 Satisfying the three basic psychological needs 7.7 Limitations of the Study 7.8 Future Research Direction References Appendices Appendix A: Demographic questionnaire Appendix B: The Work Tasks Motivation Scale for Teachers Appendix C: Basic Psychological Needs Scales at Work （BPNS-W） Appendix D: Subjective Vitality Scales （SVS） Appendix E : Aspirations Index （AI） Appendix F: Organisational Culture Assessment Instrument （OCAI） Appendix G: Letters to the leaders in two research sites Appendix H: Information sheet Appendix I: Example of the coding system Appendix J: Demographic information of participants in interviews Appendix K: The follow-up letter for the invitation of the interviewees Appendix L: Consent form Appendix M: Semi-structured interview schedule --Round 1 Appendix N: Semi-structured interview schedule --Round 2 Appendix O: Summary of interviews Appendix P: Feedback from COE and students in Semester 1, 2008
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