Development of a dual professional identities scale for Chinese vocational teachers and analysis of its mediating effect between education/entry routes and resilience /

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Student Theses

2024

Pan, Jia Jia

Hong Kong : The Education University of Hong Kong

Thesis

This study examines the professional identity of vocational teachers in China's collaborative "Dual Model" teaching system, co-developed by schools and enterprises. The Chinese Ministry of Education's emphasis on "dual-qualified" teachers highlights the importance of this model, where teachers work in both school and industry settings, promoting a "Dual Identities" mechanism for professional growth. The research aimed to create a scale to measure the Dual Professional Identities of Chinese vocational teachers, resulting in a 36-item scale with four dimensions: Role Recognition, Professional Efficacy, Community Cohesion, and Work Engagement. The study also explored factors influencing Dual Professional Identity and its impact on teacher development, revealing that both Instructional and Occupational Identities positively affect Resilience, while Entry routes negatively influence Instructional Identity. Instructional Identity further acts as a mediator between Entry and Resilience. However, despite being an important variable in this study, the research findings indicate that Education does not have a significant impact on Dual Professional Identities or on Resilience. The study underscores the unique nature of vocational teachers' work and the need for tailored measurement scales, particularly considering their Trans-Professional Identity. It aligns with the Chinese government's strategy for developing "dual-qualified" teachers and provides insights for enhancing vocational education in China

LG51.H43 Dr 2024eb Panjj

https://educoll.lib.eduhk.hk/records/aVnEmGyy