Xie Shuting
Graduate School, Lyceum of Philippines University at Batangas
Asia Pacific Journal of
Management and
Sustainable Development
September 2024 Part 2
P-ISSN 2782-9332
E-ISSN 3028-2632
Abstract – This study delves into the intricate relationship between professional identity and teaching innovation behavior among Chinese vocational school teachers. By examining factors influencing these core elements, the research aims to provide insights into enhancing teaching quality and effectiveness.
The study profiled respondents based on demographics (sex, age, education, experience) and assessed their teaching innovation capabilities in terms of content, methods, and strategies. Additionally, professional identity was evaluated through job satisfaction, work values, and personal commitment. Data from 385 teachers were analyzed using statistical methods to uncover patterns and correlations.
A significant finding is the positive correlation between professional identity and teaching innovation. Teachers with a strong sense of belonging to their profession exhibited a greater inclination towards innovative teaching practices. This underscores the importance of fostering a positive professional identity to stimulate creativity and experimentation in the classroom.
The study offers valuable implications for enhancing teacher professional development. By understanding the factors shaping professional identity and their connection to teaching innovation, targeted interventions can be designed to cultivate a more innovative teaching force in Chinese vocational schools. Ultimately, this research contributes to the broader goal of improving educational outcomes through effective and engaging teaching practices.
Keywords – Teaching innovation behavior ability, professional identity, vocational education