Environment and Social Psychology

The Sustainable Development of Chinese Vocational Undergraduate Teachers’ Professional Competencies: A Social Cognitive Theory and Career Motivation Theory Perspective

Li Wang

Faculty of Education and Music, Hainan Vocational University of Science and Technology, Hainan, 571126,China

Jian-Hong Ye

Faculty of Education, Beijing Normal University, Beijing, 100875, China

Congjin Miao

Faculty of Maritime, Hainan Vocational University of Science and Technology, Hainan, 571126, China

Jun Wang

Automotive engineering Department, Jiangxi Ganzhou Technician College, Jiangxi, 341000, China

Ling Pan

Faculty of continuing education, Hainan Vocational University of Science and Technology, Hainan, 571126, China

Henan Wu

Human resources office, Hainan Vocational University of Science and Technology, Hainan, 571126, China

Kun Zha

School of Foreign Languages, Chongqing College , Science & Technology, Chongqing , 400044, China

DOI: https://doi.org/10.59429/esp.v10i11.4217

Keywords: Influencing factors; organizational environment; professional competence; socio-psychological factors; sustainable development; teachers competencies; vocational undergraduate

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Abstract

The United Nations' 2030 Agenda for Sustainable Development underscores the significance of high-quality education and equitable learning opportunities. As a critical component of educational practice, teachers' professional competency development profoundly influences educational quality. Grounded in Social Cognitive Theory and Career Motivation Theory, this study explores the sustainable development of Chinese vocational undergraduate faculty’s professional competencies, focusing on the interactive effects of socio-psychological factors (e.g., motivation, cognition, group dynamics) and environmental factors (e.g., organizational support, resource availability) on career development. Employing a mixed-methods approach, a questionnaire survey was conducted with 267 vocational undergraduate teachers, supplemented by in-depth interviews with 21 faculty members. The findings revealed an average professional competency score of 3.81, indicating a moderately high level, with development influenced by both organizational environmental factors (perceived resource accessibility, institutional trust) and socio-psychological factors (self-efficacy, career identity, achievement motivation, group dynamics, research engagement, and experiential learning). Recommendations include enhancing achievement motivation, fostering organizational equity, and strengthening institutional trust to promote the sustainable development of teachers' professional competencies.

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