KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

The Effect of Teaching Team Building and Demographic Factors on Employees' Performance of Vocational Education Schools in Honghe Prefecture, China

Published date: Oct 10 2024

Journal Title: KnE Social Sciences

Issue title: 8th International Conference on Sustainability (8th ICoS): Entrepreneurship and Creative Economics

Pages: 271–287

DOI: 10.18502/kss.v9i28.17209

Authors:

Wei XiaInstitute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok

Vuttichat Soonthonsmaivuttichat.s@mail.rmutk.ac.thInstitute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok

Abstract:

As the education industry undergoes rapid changes, vocational education faces unprecedented demands and challenges. A high-quality teaching staff is crucial for educational institutions’ success and sustainable development. This study explores the impact of teaching team building and demographic factors on employee performance in vocational education schools. Data was collected through an online questionnaire and analyzed using SPSS. The research finds that teaching team building and demographic factors significantly affect employee performance. Collaboration and team spirit, sharing teaching resources, and learning atmosphere and environment are essential for building a competent teaching team. Demographic factors such as age, education level, and work experience also affect employee performance. These findings provide valuable insight into the sustainable development of vocational education schools.

Keywords: teaching team building, demographic factors, employee performance

References:

[1] Maclean R, Wilson D, Chinien CA. International handbook of education for the changing world of work: Bridging academic and vocational learning (Vol. 1). (Eds.). Dordrecht: Springer Netherlands; 2009.

[2] Darling-Hammond L. Teacher quality and student achievement. Educ Policy Anal Arch. 2000;8:1–1.

[3] Johnson DW, Johnson RT. An educational psychology success story: Social interdependence theory and cooperative learning. Educ Res. 2009;38(5):365–79.

[4] Hargreaves A, Fullan M. Professional capital: Transforming teaching in every school. New York: Teachers College Press; 2015.

[5] Little JW. Professional community and professional development in the learningcentered school. Washington (DC): National Education Association; 2006.

[6] Louis KS, Marks HM. Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. Am J Educ. 1998;106(4):532– 75.

[7] Stoll L, Bolam R, McMahon A, Wallace M, Thomas S. Professional learning communities: A review of the literature. J Educ Change. 2006;7(4):221–58.

[8] Hattie J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge; 2008. https://doi.org/10.4324/9780203887332

[9] Bryk A, Schneider B. Trust in schools: A core resource for improvement. New York: Russell Sage Foundation; 2002.

[10] Fullan M. All systems go: The change imperative for whole system reform. California: Corwin Press; 2010. https://doi.org/10.4135/9781452219554

[11] West MA. Effective teamwork: Practical lessons from organizational research. New Jersey: John Wiley & Sons; 2012.

[12] Wenger E. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press; 1999.

[13] Deci EL, Ryan RM. The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227–68.

[14] Edmondson A. Psychological safety and learning behavior in work teams. Adm Sci Q. 1999;44(2):350–83.

[15] Grant H, Dweck CS. Clarifying achievement goals and their impact. J Pers Soc Psychol. 2003 Sep;85(3):541–53.

[16] Ozdemir O, Erkmen E. Top management team gender diversity and firm risk-taking in the hospitality industry. Int J Contemp Hosp Manag. 2022;34(5):1739–67.

[17] Sturman MC. Searching for the inverted U-shaped relationship between time and performance: Meta-analyses of the experience/performance, tenure/performance, and age/performance relationships. J Manage. 2003;29(5):609–40.

[18] Ng TW, Feldman DC. The relationship of age to ten dimensions of job performance. J Appl Psychol. 2008 Mar;93(2):392–423.

[19] Sethi A, Schofield S, McAleer S, Ajjawi R. The influence of postgraduate qualifications on educational identity formation of healthcare professionals. Adv Health Sci Educ Theory Pract. 2018 Aug;23(3):567–85.

[20] Barrett GV, Depinet RL. A reconsideration of testing for competence rather than for intelligence. Am Psychol. 1991 Oct;46(10):1012–24.

[21] Quińones MA, Ford JK, Teachout MS. The relationship between work experience and job performance: A conceptual and meta‐analytic review. Pers Psychol. 1995;48(4):887–910.

[22] McDaniel MA, Schmidt FL, Hunter JE. Job experience correlates with job performance. J Appl Psychol. 1988;73(2):327–30.

[23] Tesluk PE, Jacobs RR. Toward an integrated model of work experience. Pers Psychol. 1998;51(2):321–55.

[24] Yamane T. Statistics: An introductory analysis. New York: Harper & Row; 1967.

[25] Cronbach LJ. Coefficient alpha and the internal structure of tests. Psychometrika. 1951;16(3):297–334.

[26] Goddard RD, Hoy WK, Hoy AW. Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educ Res. 2004;33(3):3–13.

[27] Barrett P, Zhang Y, Moffat J, Kobbacy K. A holistic, multi-level analysis identifying the effect of classroom design on pupils’ learning. Build Environ. 2013;59:678–89.

[28] Ng TW, Eby LT, Sorensen KL, Feldman DC. Predictors of objective and subjective career success: A meta-analysis. Pers Psychol. 2005;58(2):367–408.

[29] Bryson JM. Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. New Jersey: John Wiley & Sons; 2018.

Download
HTML
Cite
Share
statistics

2 Abstract Views

25 PDF Downloads