The Performance Factors Effective to Teacher in Guizhou Vocational College of Industry and Commerce, Guizhou, China

Luyin Wang; Winit Pharcharuen; Jariya Komen; Non Napratansuk

ผู้แต่ง

Luyin Wang School of Administrative Studies, Maejo University, Thailand
Winit Pharcharuen School of Administrative Studies, Maejo University, Thailand
Jariya Komen School of Administrative Studies, Maejo University, Thailand
Non Napratansuk School of Administrative Studies, Maejo University, Thailand

คำสำคัญ:

Teacher Performance, Vocational Education, Guizhou, China

บทคัดย่อ

This study aims to investigate the current state of teaching quality within the Accounting Department of Guizhou Vocational College of Industry and Commerce, identify the key factors influencing teaching performance, and propose practical approaches to enhance teaching effectiveness. Grounded in educational evaluation theory and performance management theory, the research adopts a quantitative methodology, utilizing structured questionnaires to gather data from a sample of 315 respondents, including both faculty members and students from the School of Digital Science and Economics. The research instruments were verified for reliability and validity prior to the main data collection. The Cronbach's Alpha coefficient was measured at 0.968, indicating excellent internal consistency. The Kaiser-Meyer-Olkin (KMO) value was 0.872, and Bartlett’s Test of Sphericity yielded a significance level of p < 0.001, confirming the adequacy of the data for factor analysis.

The findings revealed that 52.07% of participants perceived the current teaching content as highly suitable for their personal and professional development, whereas 47.93% felt improvements were necessary highlighting a clear need for further enhancement in teaching strategies. Statistical analysis involving mean, mode, and median values was employed to identify the most significant influencing factors. Based on the results, it is recommended that the college strengthen interactive platforms to facilitate teacher-student communication and invest in professional development programs to elevate faculty competencies. This research provides a data-driven foundation for formulating actionable strategies to improve teaching performance in vocational education settings, particularly in the context of Guizhou Province.

เอกสารอ้างอิง

Cook, S., Watson, D. & Webb, R. (2024). Performance evaluation in teaching: Dissecting student evaluations in higher education. Studies in Educational Evaluation, 81, 101342.

Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching.

Dack, H., & Ann Tomlinson, C. (2025). Preparing novice teachers to differentiate instruction: Implications of a longitudinal Study. Journal of Teacher Education, 76(1), 12-28.

Doghonadze, N. (2016). The State of School and University Teacher Self-Development in Georgia. International Journal of Research in Education and Science, 2(1), 104-113.

Farrow, J., Kavanagh, S. S., Samudra, P., & Dean, C. P. (2024). The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning. Teaching and Teacher Education, 152, 104776.

Shansan, W. (2024). An Empirical Study on the Impact of Incentive Factors on the Teachers’ Performance among Private Higher Institution in China. Journal of Digitainability, Realism & Mastery (DREAM), 3(02), 22-28.

Zhou, D., Chen, S., & Yan, Y. (2022). Exchange Project in Vocational Colleges—Taking Guizhou Light Industry Technical College as an Example. Open Journal of Social Sciences, 10(1), 392-408.