A Study on the Interaction among the Competence, Engagement, and Job Performance of Professional Teachers in Technical Schools: A Case Study in Shandong Province China

 

A Study on the Interaction among the Competence, Engagement,
and Job Performance of Professional Teachers in Technical Schools:
A Case Study in Shandong Province China

Wei Zhao  SaranaPhotchanachan  Wisut Wangworawut

By Amornteb Intasorn

Abstract

The purpose of this study is to (1) impact of professional teacher engagement on the performance of technical schools. (2) impact of vocational teacher's ability on the  performance  of  technical  schools  and  (3)  exploring  the  impact    professional teacher engagement and ability on the performance of technical schools. The through quantitative research, we will combine the two independent hot topics of engagement and competence in the field of human resources research, with a focus on studying their impact on job performance.  The  data  was  collected  through a  questionnaire survey  from  a  technical  school  in  Shandong  Province,  China.  The sample of 521 participants provided basic data for this study. The results were as follows:

1. Within a certain range, excessive engagement may have a negative impact on performance.

2. The positive impact of competence on performance.

3. The interaction between engagement and ability has a positive impact on job performance.

 

Research’s objective

1.  To  study  on  the  impact  of  professional  teacher  engagement  on  the performance of technical schools.

2. To research on the impact of vocational teacher's ability on the performance of technical schools.

3. To exploring the impact professional teacher engagement and ability on
the performance of technical schools

 

Hypothesis

H1:  The engagement of professional teachers in vocational colleges has an impact on performance.

H2:The  competence  of  professional  teachers  in  vocational  colleges  has  an impact on performance.

H3: Engagement and ability have a moderating effect on job performance.

 

Methodology

1. Population and sample

The research subjects were teachers from a technical school in Jinan, Shandong Province, China. 521 survey questionnaires were distributed through random sampling, and 521 valid questionnaires were collected, with an effective recovery rate of 100%.

2. Research instruments

Use quantitative research methods to test the hypotheses proposed in this article. Quantitative research methods allow researchers to collect data that can be used for objective measurements.

In this study, the author used statistical methods to determine the impact between variables. The questionnaire is based on literature review, face-to-face interviews, and existing authoritative scales both domestically and internationally. Based on reliability and validity tests, the questionnaire is revised and improved according to the conceptual framework design

3. Data analysis

This study used SPSS and AMOS to collect and analyze data. After collecting data on independent and dependent variables, conduct differential, descriptive, correlation, reliability and validity (confirmatory factor analysis, exploratory factor analysis), and structural equation modeling to validate research hypotheses and answer research questions.

 

Results

F	F	NSEC	SE	Z	P	SEC	F
WQP	EMT	0.215	0.035	6.204	0.000	0.616	WPQ
WQP	CW	0.226	0.033	6.856	0.000	0.833	WPQ
EMT	CW	0.325	0.039	8.254	0.000	0.645	EMT

*Note:

F= Factor

SE=Standard Error (Std. Error)

WPQ=Work Performance Quantity

CW= Competency Workload

NSEC=Non Standard Estimation Coefficient (Coef.)

SEC=Standard Estimation Coefficient (Std. Estimate)

EMT=Engagement Measurement Table

In the factor covariance matrix in Tables 1, it can be seen that the non-standard estimation coefficient between the number of job performance and the engagement measurement table is 0.215, with a standard error of 0.035.The z-value is 6.204, the p-value  is  0.000,  and  the  standard  estimation  coefficient  is  0.616.  This  indicates  a significant  positive  relationship  between  the  quantity  of  job  performance  and  the engagement  measurement  table. Similarly, the non-standard estimation coefficient between the number of job performance and the workload of competence is 0.226, with a standard error of 0.033. The z-value is 6.856, the p-value is 0.000, and the standard estimation coefficient is 0.833. This indicates a significant positive relationship between the quantity of job performance and the workload of competency.

Secondly, the non-standard estimation coefficient between the engagement measurement table and the competency workload is 0.325, with a standard error of 0.039. The z-value is 8.254, the p-value is 0.000, and the standard estimation coefficient is 0.645. This further indicates a significant positive relationship between the engagement measurement table and the workload of competency.

Through  the  analysis  of  the  factor  covariance  matrix,  we  can  conclude  that there is a significant positive relationship between the quantity of job performance, the engagement measurement table, and the workload of competency. This series of relationships reveals the complex internal relationship between engagement, ability, and job performance, providing important clues for us to better understand research questions.

The  results  of  Table  2  indicate  that  the  hypothesis  testing  path  coefficient between  job  engagement  and  job  performance  is -0.480  (P<0.001).  Therefore, the results accepted hypothesis 1: The engagement of professional teachers in vocational colleges has an impact on performance.

The results of Table 2 indicate that the path coefficient between competence and job performance is 0.355 (P<0.001).  The  result  accepted  hypothesis  2：The competence  of  professional  teachers  in  vocational  colleges  has  an  impact  on performance.

The results of Table 2 indicate that the path coefficient between engagement, ability, and performance is 0.123 (P<0.001).  The  results accepted the hypothesis 3 : that  the  interaction  between  engagement  and  ability  has  a  positive  impact  on  job performance.

 

Conclusions

The  hypothesis  test  results  between  professional  teacher  engagement  and performance  in  technical  schools  indicate  that  professional  teacher  engagement  in technical schools has a negative impact on performance. That is to say, within a certain range, excessive teacher engagement may actually affect the improvement of performance. The situation where employees overwork for a long time is called (Heavy Work Investment) This refers to the  phenomenon  of  individuals  dedicating  themselves  to  their  work,  maintaining  a strong focus on work tasks, or exhibiting a high level of dedication to their work.