DEVELOPMENT OF EFFECTIVE TEACHER QUALITY MANAGEMENT FOR VOCATIONAL UNIVERSITIES IN CHINA

Abstract

Against the backdrop of China’s vocational education reform and high-quality development agenda, teacher quality has become a core determinant of vocational university performance, yet a systematic, context-adapted teacher quality management framework remains largely absent. This paper systematically reviews the conceptual evolution of teacher quality management, tracing its shift from standalone accountability-oriented evaluation to holistic, lifecycle-oriented governance. Grounded in Total Quality Management (TQM) and PDCA cycle theory, it identifies four foundational dimensions of effective teacher quality management: recruitment and selection, professional development, performance evaluation, and continuous quality improvement. The paper further examines current management practices in Chinese vocational universities, including teacher qualification systems, dual-qualified teacher development, continuing education, and performance appraisal, and highlights key challenges such as insufficient industry experience, one-sided evaluation indicators, poorly targeted training, and fragmented governance mechanisms. Building on gap analysis, it proposes seven core directions for future framework construction, covering strategic leadership, competency standards, professional development, developmental evaluation, digital transformation, industry collaboration, and continuous improvement. This study lays a solid theoretical foundation for developing an indigenous Teacher Quality Management Framework for Chinese vocational universities, with practical implications for institutional workforce enhancement and national vocational education policy implementation.