The Teacher Professional Development Model of Vocational Colleges in Guangxi Province, People’s Republic of China
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Teacher professional development is the core task for vocational college educators to enhance their teaching abilities, adapt to educational reforms, and promote the holistic development of students. This research aimed to: 1) investigate the current states and needs on teacher professional development of vocational colleges; 2) design the teacher professional development model of vocational colleges; and 3) evaluate the teacher professional development of vocational colleges in Guangxi Province, People’s Republic of China. This study was divided into three phases: Phase 1: Studying and analyzing the current states and needs on teacher professional development of vocational colleges. The samples were 275 teachers from 13 faculties of Nanning College for Vocational Technology in academic year 2024. The research instruments were a set of questionnaires and interview. The collected data were analyzed by using frequency, percentage, mean, standard deviation and content analysis; Phase 2: Designing the teacher professional development model of vocational colleges; Phase 3: Evaluating the teacher professional development model of vocational colleges. The target group included 7 connoisseurs who are in the fields of educational administration, curriculum and instruction. The research instrument was the questionnaire asking about the quality of the model. The collected data were analyzed by using mean and standard deviation. The results of the study could be summarized as follows:
1. The research results showed that there are five relevant components that reflect the teacher professional development model of vocational colleges: 1) Teacher competency assessment; 2) Teacher empowerment; 3) Protection of teachers' rights; 4) Promoting teacher collaboration; and 5) Improving awareness of academic services. These components can help improve the academic administration of vocational college teachers.
2. The teacher professional development model consisted of five modules: Module 1 - Teacher competency assessment; Module 2 - Enhancement of teacher competencies; Module 3 - Protection of teachers' rights”; Module 4 - Promotion of teacher cooperation”; and Module 5 - Enhancing awareness of academic service. The evaluation of the suitability of the model framework showed that the overall suitability level of the model framework was at a high level which highlights their overall significance in teacher professional development
3. The model evaluation results were validated by seven experts, who expressed high satisfaction with the model. These results indicated that the model is highly effective and can be applied successfully to enhance the teacher professional development of vocational colleges in Guangxi Province, People’s Republic of China.
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