THE INFLUENCE OF TEACHING COMPETENCY AND WORK MOTIVATION ON THE EFFECTIVENESS OF INSTRUCTIONAL MANAGEMENT: A CASE STUDY OF TEACHERS AT HAINAN VOCATIONAL AND TECHNICAL COLLEGE

Abstract

This study aimed to examine the influence of teaching competency, motivation factors, and hygiene factors on the effectiveness of instructional management among teachers in vocational and technical colleges in Hainan. A quantitative research approach using a survey method was employed, with a sample of 223 teachers selected from a population of 500 using Yamane’s formula at a 95% confidence level. Data were collected through a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. The results revealed that all three independent variables significantly influenced instructional management effectiveness. Teaching competency showed a positive effect, with content integration being the most influential component, followed by content knowledge and instructional methods. Motivation factors also had a significant impact, particularly advancement, achievement, and recognition, while work itself and responsibility were not significant predictors. Hygiene factors demonstrated the strongest overall influence, with administrative policies and compensation as the most significant factors, followed by working conditions, job security, and interpersonal relationships. These findings indicate that instructional management effectiveness is influenced by the combined effects of teacher competencies, motivational factors, and organizational support. The study suggests that educational administrators should focus on enhancing teacher competencies, promoting motivation through recognition and career development, and improving working conditions to achieve higher instructional effectiveness.

Keywords: Teaching Competency, Motivation Factors, Hygiene Factors, Effectiveness of Instructional Management