Abstract: To clarify the influence factors of faculty's involvement in shared governance of teaching remodeling, the research project collected teacher's decisions and management experience in teaching remodeling , analyzed their involvement behavior and the influence factors by grounded theory. Results showed that the real participation and symbolic participation were identified as two participation level of teacher involvement behavior in shared governance of teaching remodeling, and the symbolic participation is a major behavior. The barriers to prevent teachers' participation were low degree of involvement, lack of opportunity and weak subjective motivation. Their behaviors were affected by three factors: contextual, individual and operation process. It is necessary to strengthen the construction of contextual and optimize process factors of teachers' involvement, to adopt different incentive strategies according to different characteristics of teachers and focus on motivating those with education ideal and teaching capacity.

Key words: Grounded theory, Teaching remodeling, Shared governance, Faculty's involvement, Medical university