Teacher Professionalisation and School Engagement in Chinese Vocational Colleges and Universities

The purpose of this study was to analyse the professionalism and school engagement of educators in vocational colleges and universities in China. The study classified the demographic characteristics of the respondents based on age, gender, professional experience, and specific areas of expertise. The study also assessed the respondents' professional qualities in terms of pedagogical knowledge, dedication to lifelong learning, ethical practices, and collaboration with peers. In addition, the study assessed respondents' perceptions of school engagement in a variety of areas including administrative support, technology resources, professional development, and mentorship programmes. The study used a descriptive research design involving 300 educators from 287 comprehensive higher education institutions and seven majors in Sichuan Province. The results of the study showed that the majority of the participants were between the ages of 26 and 45 years old and expressed mainly positive feedback on the training provided. The data confirmed that educators agreed on many aspects of professional behaviour, particularly in terms of teaching competence, commitment to continuous learning and peer collaboration. It is noteworthy that teachers' perceptions of professionalism were always similar regardless of length of tenure, age or subject of teaching. This consistency suggests that school engagement policies are broadly effective and do not vary across these demographic variables. Given the clear link between teacher professionalism and school engagement, vocational institutions may consider developing programmes to promote both simultaneously. In addressing both simultaneously, vocational institutions can leverage the interaction between teacher professionalism and engagement to build an academic ecosystem that benefits both teaching staff and learners. Finally, based on the research findings and analytical insights, a programme to improve school engagement and teacher professionalism in vocational education in China is proposed.