The mediating role of motivation and professional development in determining teacher performance in vocational schools

Abstract

This study aims to explore teacher performance based on the roles of family sociology, managerial support and work conditions, as well as the involvement of teacher motivation and professional development among vocational teachers. Data were collected from 381 vocational teachers, and structural equation modeling was used to test the research hypotheses. Our findings indicate that teacher motivation and professional development play crucial roles in enhancing teacher performance. Specifically, managerial support, work conditions and family sociology significantly influence teacher motivation and professional development, which in turn impact teacher performance. Among the variables studied, professional development and teacher motivation were found to be key mediators in the relationship between these factors and teacher performance. This is critical as it provides new insights into how to improve teacher performance through a comprehensive approach. Therefore, interventions focusing on enhancing teacher motivation and professional development, as well as providing optimal managerial support and work conditions, are needed. Additionally, this study reaffirms the importance of family sociology in supporting the psychological well-being of vocational teachers. Our study contributes to a better understanding of the factors influencing teacher performance and provides a basis for developing policies that support teacher professional development.

Keywords

• Family sociology
• motivation
• professional development
• teacher performance
• vocational education
• Teachers & Teacher Education