Abstract

This study examines how different teaching methods influence vocational teachers’ perceived competence within Chinese vocational education. It focuses on instructional approaches including lecture-based instruction, project-based learning, simulation exercises, case-based learning, and experiential learning. The study also explores the mediating effects of teacher motivation and engagement in the relationship between teaching methods and teacher competence. A quantitative research design was employed, involving 275 vocational teachers in China who completed a structured questionnaire assessing perceptions of teaching methods, motivation, engagement, and competence. Regression and mediation analyses were conducted to analyze the data, guided by Self-Determination Theory and the job demands-resources model. Findings indicate that the use of diverse teaching methods positively and significantly impacts vocational teacher competence. Furthermore, both teacher motivation and engagement act as significant mediators in this relationship, with intrinsic motivation and high engagement enhancing the positive effects of varied instructional strategies on perceived competence. This study contributes to the existing literature by addressing a notable gap regarding the impact of teaching methods on teacher competence in the vocational education context of China. Its emphasis on the mediating roles of motivation and engagement offers new insights into the psychological and affective mechanisms that underpin vocational teacher effectiveness. The results have practical implications for educational policy, curriculum design, and professional development initiatives aimed at promoting teacher competence, thereby supporting the advancement of vocational education systems.

Keywords

References

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