Teacher Policy Selection in China’s Higher Vocational Education: Evidence from 124 Central and Provincial Policy Documents

This study examined the policies governing the teaching workforce in China’s higher vocational education system. We developed a two-dimensional analytical framework (“policy content elements–policy tools”) to conduct an in-depth analysis of 124 central and provincial policy texts. The key findings are as follows: (1) Imbalance in policy tools: Authoritative and capacity-building tools dominate, while symbolic and exhortative tools are underutilized. Disparities exist between the central and provincial policies regarding the deployment of specific tools. (2) Prioritization of content elements: The strongest emphasis is placed on teacher cultivation, followed by teacher evaluation and safeguarding. Policies concerning teacher recruitment (access) have received little attention. (3) Policy misalignment: Poor coordination between policy tools and content elements undermines overall policy effectiveness. To address these issues, we propose the following: (1) Optimizing the policy tool portfolios: Reduce overreliance on authoritative tools for teacher recruitment and strengthen the use of incentive-based and capacity-building tools for evaluation and safeguards. (2) Strengthening recruitment policies: Formalize qualification standards, rigorously enforce teaching certifications, and standardize hiring procedures. (3) Enhancing policy coordination: Incorporating regional variations to improve the evidence-based integration of policy tools. These recommendations aim to refine the teaching workforce policies and advance the high-quality development in higher vocational education.