Teaching Accountability, Engagement and Quality among Chinese Higher Vocational College Teachers

Abstract – The study focused on the pressing need to enhance the quality of education in higher vocational colleges in China, addressing the gaps in teaching accountability, engagement, and quality among Chinese vocational college teachers. Despite numerous initiatives, challenges persist in improving teaching standards and student outcomes. This research aims to fill the gap by systematically exploring the relationships between teaching accountability, engagement, and quality. The main objectives are to determine the relationships among teaching accountability, teaching engagement, and teaching quality and to propose a professional development program for vocational college teachers in China. The study employs a quantitative research design involving 426 teachers from two vocational colleges. Data were collected through surveys and analyzed using statistical methods. Key findings reveal that teacher professionalism, responsibility, and duties are positively correlated with teaching engagement and quality. Teachers who exhibit higher professionalism and responsibility tend to engage more deeply in teaching activities, resulting in better student performance and achievement. The study con-tributes new insights into the interdependencies of these variables in the context of Chinese vocational education. One significant recommendation is the implementation of continuous profes-sional development programs tailored to enhance teacher engagement and ac-countability. These programs should focus on improving pedagogical skills, foster-ing a culture of collaboration, and integrating modern teaching strategies to elevate the overall quality of vocational education.

Keywords – Vocational Education, Teaching Accountability, Teaching Engagement, Teaching Quality, China.