Abstract
This study aims to explore the differences in academic passion among university teachers in different types of positions and to verify whether the classification evaluation system advocated by the Ministry of Education of China can effectively identify the academic passion levels of teachers. A questionnaire survey yielded 373 valid responses from teachers at three universities in China. This study examined the influence of demographic factors, including gender, age, educational background, teaching experience, family income, and position type, on academic passion. Data analysis revealed significant differences in academic passion across various dimensions for teachers in different positions. Teaching-oriented teachers exhibited high levels of teaching passion, while research-oriented teachers showed more prominent research passion. Teaching and research-oriented teachers demonstrated a balance between the two. Additionally, factors such as age, degree, and years of teaching experience had significant effects on different dimensions of academic passion. The findings provide empirical evidence for the application of the classification evaluation system in identifying academic passion among university teachers and offer insights for optimizing education policies.
Published Version
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