Designing a Professional Development Plan for Junior Teachers at Guangxi Polytechnic of Construction

This research study aims to explore junior teachers' professional development at Guangxi Polytechnic of Construction. The focus is the five transferable skills of critical thinking, problem solving, communication, teamwork, and information management. A mixed methods approach was used in collecting both quantitative (n=123) and qualitative data (n=10). Data will be analyzed using descriptive statistics, reliability analysis, multiple linear regression, and thematic analysis. The quantitative findings show that information management skills have the strongest influence on teaching competence followed by communication and problem solving; while critical thinking and teamwork are more indirectly/ contextually related. Interviews revealed challenges such as excessive administrative work, a lack of mentoring and targeted training, and a lack of clarity in evaluations and promotions for junior teachers. Based on the findings, recommendations were made for a professional development plan incorporating the need for formal mentoring, collaborative teaching communities, digital skills training, reflective practice, and school/business cooperation. It places importance on practical implications for improving junior teachers’ competency development and supporting organizational change in vocational colleges.