The Impact of Vocational Identity on the Professional Well-Being of Vocational College Teachers from the Perspective of Huang Yanpei's Educational Philosophy: The Mediating Effect of Work Engagement and the Moderating Role of Social Support

The educational philosophy of Huang Yanpei, emphasizing the integration of work and learning, advocates for the combination of education with productive labor and social practice, which holds significant implications for enhancing the professional well-being of vocational college teachers. Huang's philosophy not only stresses the practicality and life-oriented nature of education but also provides theoretical support for vocational college teachers to improve their professional identity, enhance work engagement, and gain social support. Firstly, enhancing vocational identity is key to boosting the professional happiness of vocational college teachers. Strengthening teachers' professional identity can be achieved through implementing Huang's integrated work and learning educational model, allowing teachers to experience the value and a sense of achievement in their teaching practice, thereby enhancing their identification and sense of belonging to the profession. Secondly, increasing work engagement is an important path to achieving professional well-being for teachers. By creating more opportunities for practice and teaching reforms, teachers' enthusiasm for work and their spirit of innovation can be stimulated, allowing them to explore and grow in practice and improve their level of work engagement. Furthermore, the role of social support cannot be overlooked. Support and recognition from society, family, and schools are crucial for enhancing teachers' professional happiness. Establishing an effective social support system, providing teachers with more resources, training, and opportunities for growth, can help them face professional challenges and improve job satisfaction. In summary, from the perspective of Huang Yanpei's educational philosophy, effectively enhancing vocational college teachers' professional happiness can be achieved by strengthening the cultivation of professional identity, increasing work engagement, and building a good social support system. This is not only crucial for the personal development of vocational college teachers but also key to improving the quality of vocational education and meeting the demands of social development.