The Effectiveness of Teacher Professional Development Management in Improving Teacher Performance
Keywords:
Teacher professional development management, Teacher performance, Vocational colleges, Case studyAbstract
Taking Hunan Electronic Technology Vocational College as the research subject, this study explores the impact of Teacher Professional Development (TPD) management on teacher performance. A mixed-methods approach was adopted, combining questionnaires, interviews, and document analysis. A total of 220 full-time teachers and 20 administrators participated in the study. The findings indicate that training program design, incentive mechanisms, follow-up support, and evaluation systems significantly enhance teachers’ professional competence, teaching methods, and engagement in research activities. Teachers’ professional development needs, participation motivation, and the alignment between TPD activities and teaching practice serve as key mediating factors. However, existing challenges include insufficient personalization of training programs, a disconnect between training content and industry demands, and inadequate follow-up support. The study proposes constructing a stage-based personalized TPD system, strengthening school–industry collaboration, and improving comprehensive evaluation and support mechanisms.
References
Duan, X. F. (2025). Promoting high-quality development of higher education management through Party-building leadership. Ningxia Daily, 007.
Fang, L. X., & Shen, Y. (2025). Innovative practices in reforming educational management models in higher vocational colleges. Science and Technology Wind, (28), 56–58. https://doi.org/10.19392/j.cnki.1671-7341.202528019
Ge, B. (2025). Educational management models and practices in universities in the era of mobile internet. Chongqing Science and Technology Daily, 005.
Guo, L. L. (2025). Research on the application of artificial intelligence technology in educational management in higher education institutions. Digital Communication World, (12), 163–165.
Hong, W. L. (2025). A study on rural young teachers’ professional development from the perspective of two-factor theory (Master’s thesis, Minnan Normal University). CNKI.
Li, M. X. (2025). Effective paths for informatization construction of higher education management in the new media environment. Shanxi Youth, (21), 68–70.
Li, M. X. (2025). Optimization strategies for higher education management under the construction of smart campuses. Zhongguancun, (11), 197–199.
Liu, Y. (2024). Research on the dilemmas and countermeasures of young teachers’ professional development in local universities (Master’s thesis, Nanchang University). CNKI.
Liu, Y. (2025). Paths for university teachers’ professional development in the context of lifelong learning. Science and Technology Wind, (10), 164–166. https://doi.org/10.19392/j.cnki.1671-7341.202510054
Liu, Y. Q. (2024). Exploring professional development paths for young teachers in five-year higher vocational manufacturing programs under the “Internet Plus” background. China New Telecommunications, (5), 149–151.
Long, Y. H., & Li, Q. (2025). The supporting role of educational administrative management in teachers’ professional development. Shanxi Youth, (20), 160–162.
Luo, Y., & Yang, Y. F. (2024). Influencing factors and strategies for the professional development of young teachers in application-oriented universities. Journal of Beijing Union University, (6), 44–48. https://doi.org/10.16255/j.cnki.ldxbz.2024.06.008
Pan, M. F., & Chen, H. (2024). A study on evaluation systems for young teachers’ professional development: A case study of District A, a major education district in a special economic zone. Teacher Education Forum, (11), 84–89.
Sang, X. K., Song, Y. D., & Wu, H. C. (2025). Educational management strategies in higher vocational colleges under the background of high-quality development. Public Relations World, (15), 100–102.
Sun, X. J. (2025). Mechanisms and strategies of artificial intelligence–empowered educational management in higher education. Journal of Huaiyin Normal University (Natural Science Edition), (4), 339–341, 372. https://doi.org/10.16119/j.cnki.issn1671-6876.2025.04.009
Wang, X. (2025). Improving the level of informatization in higher education management. Gansu Daily, 009.
Wang, Z. S., & Zhang, Q. (2025). An analysis of improving the effectiveness of higher education management through artificial intelligence technology. Journal of Jilin Agricultural Science and Technology University, (6), 45–48.
Xu, D. J. (2025). The role and function of higher education management in the construction of military and national defense education curricula. Tank and Armored Vehicles, (22), 135–136. https://doi.org/10.19486/j.cnki.11-1936/tj.2025.22.021
Yang, D. N. (2025). An exploration of the collaborative mechanism between teachers’ professional development and school management. In Proceedings of the Second Academic Symposium on Cultural Information and Educational Development (2025) (pp. 828–832).
Zhang, X. B. (2024). Problems and countermeasures in the professional development of young high school teachers. Jiangsu Education Research, (11), 78–81. https://doi.org/10.13696/j.cnki.jer1673-9094.2024.11.016
Zhang, Y. (2025). Reform and innovation of higher education management models under the background of digital transformation. Beijing Science and Technology Daily, 006.
Zhang, Y. L. (2025). A study on the professional development of “dual-qualified” teachers in higher vocational colleges in Chongqing from the perspective of the great craftsman spirit (Master’s thesis, Sichuan International Studies University). CNKI.
Zhao, L. (2025). Paths for informatization development of higher education management in the era of digital intelligence. Office Automation, (21), 18–20.
Zhao, Y. X. (2025). School support for the professional development of teachers in special education classes in general schools (Master’s thesis, Hebei Normal University). CNKI.
Zheng, Z. X., & Yang, Y. D. (2024). Constructing a coherent, integrated, and systematic data analysis chain to promote young teachers’ professional development. Modern Primary and Secondary Education, (7), 58–61, 71. https://doi.org/10.16165/j.cnki.22-1096/g4.2024.07.011
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
