000			03504ntm a2200337 i 4500
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008			260219t20252025my a|||fr|||| 000 0 eng d
020			_aTHE0010343 (Local) _qHardback
040			_aUMPSA _beng _cUMPSA _erda
090			_aPSK .W36 2025 r Thesis
100	1		_aWang Wenjing, _eauthor.
245	1	0	_aThe relationship between chinese teachers' willingness and behaviour in participating among university governance / _cWang Wenjing
264		1	_aKuantan, Pahang : _bUMPSA _c2025
264		4	_c© 2025
300			_axvi, 222 pages : _billustrations ; _c30 cm. + _e1 CD-ROM
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
347			_2rda _atext file _bPDF
500			_aCentre for Human Sciences
502			_aThesis (Doctor of Philosophy) -- Universiti Malaysia Pahang - 2025
504			_aIncludes bibliographical references
520	3		_aThis study was conducted with the aim of exploring in more depth the relationship between teachers' readiness and their actual behaviour in the educational administration of universities in China. Along with the country's policy emphasis on reform and the establishment of participatory and democratic governance structures in higher education, teachers are expected to play a more active role in decision-making processes in universities. However, scientific evidence shows that there has been a persistent gap between teachers' willingness to engage as well as their actual involvement. Previous studies showed more theoretical study findings with relatively limited study results. Therefore, a study that uses an integrated theoretical framework that includes Achievement Motivation Theory, Planned Behaviour Theory, Governance Theory and Stakeholder Theory is needed to explore this issue in more depth. This quantitative study involved a total of 480 university teachers in Hebei Province as respondents out of a total population of 79,147 people. The survey instrument in the form of questionnaires was used to collect data related to demographic characteristics, achievement motivations, attitudes, subjective norms, perceived control of behaviour, willingness to participate, as well as actual governance behaviours. Statistical analysis was used to analyse demographic data and key factors influencing teachers' participation in university governance. The results of the study found that there was a significant relationship between the key variables, where the teacher willingness factor proved to be a significant predictor of their actual participation in university governance. In addition, the factor of teaching experience shows that more experienced teachers are increasingly able to express their willingness by being actively involved in university governance. Several holistic solution measures to address this issue were also highlighted. All parties including the government, university management, teachers and stakeholders must work together to ensure that this issue can be overcome and addressed as well as possible to realize a university governance system in China that will be more reformative and competitive in the future. KEY WORDS: Teacher, University Governance, Willingness, Actual Behaviour, Attitude
610	2	0	_aCentre for Human Sciences _xDissertations
650		0	_aUniversities and colleges _xDissertations
650		0	_aTheses _xDissertations
942			_2lcc _cTHESIS
999			_c104197 _d104203