Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 2 Part 3 (2024)

Work Attitude, Motivation and Professional Development of Higher Vocational College Teachers in China

Zhang Shobing | Beverly T. Caiga

Discipline: Teacher Training

 

Abstract:

This study in China investigated work attitude, motivation, and professional development of higher vocational college teachers. A quantitative survey explored factors influencing these aspects. The majority of participants were female, aged 41-45, with Master's degrees. Positive work attitudes included formulating engaging questions, aligning with school values, and offering constructive feedback to colleagues. Motivational factors included enjoyment of work, alignment with personal values, and a strong sense of responsibility. Regarding professional development, teachers reported practices like informing students of learning objectives, guiding students to correct answers, and finding immediate practical applications for classroom learning. Significant differences in these aspects were found based on sex, age, experience, and education level. Additionally, a positive correlation existed between work attitude, motivation, and professional development. Finally, the study proposes an action plan to enhance these factors in teachers.



References:

  1. Zhang, L., Yang, Y., & Fang, Y. (2018). Job satisfaction and organizational commitment among teachers in higher vocational colleges in China: A moderated mediation model. International Journal of Educational Management, 32(5), 808-821.
  2. Wang, Y., & Sun, J. (2019). Work motivation of higher vocational college teachers in the context of education reform. Frontiers of Education in China, 14(2), 213-233.
  3. Li, X., & Liu, Y. (2020). Factors influencing the professional development of higher vocational college teachers: A case study in China. Journal of Further and Higher Education, 44(5), 638-651.
  4. King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: Insights from Ireland and Scotland. International Studies in Educational Administration, 47(2), 6-22.
  5. Guo, S. (2019). The role of professional development in improving teaching quality: A longitudinal study of Chinese vocational college teachers. Educational Research and Reviews, 14(2), 67-79.
  6. Wang, J., & Zhang, L. (2018). Comparative study on teacher motivation between China and other countries. International Journal of Educational Management, 32(3), 578-591.
  7. Li, J., & Qin, X. (2019). The impact of demographic factors on vocational teachers' professional development: A study in Chinese context. International Journal of Educational Development, 70, 102-113.
  8. Wang, Y., Chen, H., & Yang, X. (2020). Professional development of vocational college teachers in China: Challenges and strategies. Asia Pacific Journal of Education, 40(1), 125-139.
  9. Zhang, Y., & Liu, X. (2019). Work-life balance and its impact on teaching quality: A study of Chinese vocational college teachers. Teaching and Teacher Education, 81, 35-45.
  10. Ingersoll, R. M., & May, H. (2019). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Researcher, 48(6), 325-337.
  11. Louis, K. S., & Lee, M. (2019). The school leadership triangle: Developmental stages of administrators, teachers, and parents. Harvard Education Press.
  12. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  13. Biesta, G., & Priestley, M. (2019). The role of beliefs in teacher agency. Teachers and Teaching, 25(6), 624-639.
  14. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  15. Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. https://doi.org/10.1002/job.322
  16. Wong, S. (2018). Effective orientation programs for new teachers: Understanding school policies, expectations, and resources. Journal of Educational Administration, 45(3), 210-225.
  17. Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
  18. Danielson, C. (2007). Enhancing professional practice: A framework for teaching. AsCD.
  19. Desimone, L. M., & Garet, M. S. (2017). Best Practices in Teachers' Professional Development in the United States. Psychology, Society, & Education, 9(1), 1-20. https://doi.org/10.25120/etropic.9.1.2010.3292
  20. Skaalvik, E. M., & Skaalvik, S. (2018). Job satisfaction, stress and coping strategies in the teaching profession—What do teachers say? International Education Studies, 11(3), 22-36. doi:10.5539/ies.v11n3p22
  21. Collie, R. J., Shapka, J. D., & Perry, N. E. (2018). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  22. Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
  23. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  24. Vangrieken, K., Meredith, C., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.
  25. Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic