Factors Influencing Double-Qualified Teachers of Undergraduate Higher Vocational Education: A Pilot Testing

Abstract

This study investigates the factors influencing 'Double-Qualified' teachers in undergraduate higher vocational education. It conducted a pilot testing phase to assess the reliability and validity of the research questionnaire, ensuring the development of robust research instruments. The reliability testing involved surveying 50 participants and calculating the Cronbach's alpha coefficient, resulting in a high value of 0.989, indicating strong questionnaire reliability and internal consistency. Content validation was performed through expert judgment, with multiple experts in the field assessing the research tool's appropriateness and adequacy, aligning well with empirical standards and enhancing its validity. Construct validation uncovered significant correlations between work culture and various professional attributes, highlighting the influential role of a positive work culture in shaping professional identity, work role demands, personalized learning, self-efficacy, awareness of new roles, knowledge and experience transfer, occupational commitment, work role transition competency, and social support. The successful completion of the pilot study positions this research to contribute significantly to the understanding and support of 'Double-Qualified' teachers in undergraduate higher vocational education. The insights gained are expected to inform policy decisions, improve educational practices, and ultimately enhance vocational education in higher education. Further research in this area has the potential to address the evolving needs of educators in vocational colleges and elevate the quality of higher vocational education.