Professional Talent Development and Career Development of Vocational Education in Xi’an China
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This study examines the alignment between vocational education and societal needs by exploring the relationships among competency, task performance, and professional identity of vocational educators in Xi'an, China. For the quantitative component, 390 teachers and administrators from higher vocational colleges were surveyed to assess how competency influences task performance and professional identity. Structural equation modeling (SEM) confirmed significant positive relationships, with task performance partially mediating the effect of competency on professional identity. Results highlighted demographic differences in competency development, emphasizing the need for targeted professional training. Recommendations include implementing competency-based training, fostering lifelong learning, and enhancing institutional support systems through recognition, feedback, and tailored interventions.
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