Principal Support on Teacher Professional Development and Mediating Role of Career Calling: Higher Education Vocational College Teachers Perceptions

Siyu Xu, Yuan-Cheng Chang, Hu Gao

Abstract


China's higher vocational education is undergoing significant transformations. Initiatives such as upgrading vocational colleges to higher levels, elevating secondary vocational schools, and merging these institutions have driven the rapid development of vocational education. However, challenges in Teacher Professional Development persist, impacting teachers' growth directly. This study investigates the influence of Principal Support on Teacher Professional Development and the mediating role of career calling. Using a quantitative approach and convenience sampling, a survey was conducted among 559 teachers from higher vocational colleges in Guangdong Province, China. The data were analyzed using structural equation modeling with AMOS software. The findings indicate that teachers' perception of principal support significantly boosts their professional development and career calling. Career calling also positively impacts Teacher Professional Development and partially mediates the relationship between Principal Support and Teacher Professional Development. Based on these findings, it is suggested that principals in Guangdong's higher vocational colleges adopt supportive policies and measures to enhance teachers' Career Calling, thereby improving their professional development.

https://doi.org/10.26803/ijlter.23.7.10


Keywords


Higher Education Vocational College Teachers; Perception of Principal Support; Career Calling; Teacher Professional Development

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References


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