Teachers’ Professional Identity Model in Higher Vocational College in Shaanxi Province

Quanbao Liu; Thada Siththada; Suttipong Boonphadung

ผู้แต่ง

Quanbao Liu Graduate School, Suan Sunandha Rajabhat University, Thailand
Thada Siththada Graduate School, Suan Sunandha Rajabhat University, Thailand
Suttipong Boonphadung Graduate School, Suan Sunandha Rajabhat University, Thailand

คำสำคัญ:

Professional Identity, Model, Higher Vocational College in Shaanxi

บทคัดย่อ

This research aimed to 1) To study the level of teachers’ professional identity in higher vocational colleges in Shaanxi Province; 2) To analyze the components of teachers’ professional identity in higher vocational colleges in Shaanxi Province; and 3) To propose the teachers’ professional identity model in higher vocational colleges in Shaanxi Province. It is a Mixed Methods Research. The sample used in quantitative research is the sample used in the research of administrators and teachers in vocational colleges in Shaanxi Province, China. The total number of vocational colleges in Shaanxi Province is 36 and the received questionnaires is 504. The statistics used in the research are percentage, frequency, mean, standard deviation, and multiple regression analysis. The qualitative research was conducted by in-depth interviews with 9 key informants and data were analyzed by descriptive content analysis.

The research results found that; 1. The study found that teachers in higher vocational colleges in Shaanxi Province exhibited a high to very high level of professional identity, with mean scores ranging from 3.84 to 4.19. The highest-rated dimension was Professional Competence Perception (PCP), while the lowest was Perceived Social Status (PSS). 2. An analysis of the components of teacher identity identified seven key dimensions: Professional Value Perception (PVP), Sense of Group Belonging (SGB), Professional Competence Perception (PCP), Perceived Social Status (PSS), Role Integration Ability (RIA), Perceived Development Opportunity (PDO), and School-Enterprise Collaboration Experience (SECE). All components significantly and positively influenced teacher identity. 3. A proposed model of teacher professional identity, developed through grounded theory and in-depth interviews with nine participants, was validated by expert review and found to align with theoretical frameworks. The model effectively represents the professional identity of vocational college teachers in the context of Shaanxi Province.

เอกสารอ้างอิง

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