업적 평각 정책이 대학 초임 교원의 경력 발달에 미치는 영향 : 중국 산시성(山西省)을 중심으로 한 현상학적 연구

This study explores how early-career faculty perceive and respond to evaluation policies. Using a phenomenological approach, 15 participants from three universities in Shanxi, China, participated in the in-depth interviews. With Moustakas' (1994) data analysis method, totally five super-ordinate themes emerged: ‘autonomy under institutional control’, ‘competence amid professional uncertainty’, ‘relatedness within interpersonal disconnection’, ‘professional identity integration in work motivations’, and ‘diverse action choices in career development’. Findings reveal the dynamic interplay between evaluation experiences, work motivations and professional identity integration through the lens of self-determination theory. Implications are also offered to better balance evaluation accountability with faculty developmental support.