PRIORITIZATION AND STRATIFICATION STRATEGIES FOR THE DEVELOPMENT NEEDS OF ‘DUAL-QUALIFIED’ TEACHERS’ TRANSFORMATIONAL LEADERSHIP IN VOCATIONAL COLLEGES: A MIXED-METHODS STUDY BASED ON AHP AND INTERVIEWS
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Abstract
Purpose: This study aimed to accurately determine the priority levels of transformational leadership development issues among “dual-qualified” teachers, addressing the problems of unclear demand positioning and homogenized training strategies, and offering evidence for constructing a stratified development framework.
Study Design/Methodology/Approach: A mixed-method design combining “quantitative priority-setting and qualitative interpretation” was used. In the quantitative phase, a revised transformational leadership questionnaire framework was applied, along with the Analytic Hierarchy Process (AHP), to construct a priority index based on 215 samples from five vocational colleges. In the qualitative phase, seven typical case interviews were conducted to examine the underlying mechanisms behind differences in demand ranking.
Findings: The results showed a “norm-first” pattern in leadership development needs: moral role modeling and individualized consideration ranked highest priorities, whereas inspirational motivation and leadership charisma lagged behind. Mechanism analysis further reveals that insufficient institutional support, the absence of a mentoring system, and project-related pressures are key contributing factors. Accordingly, this study proposes a stratified development strategy guided by “three main lines and Key Performance Indicator (KPI) alignment”, covering institutional feedback loops, mentoring workload evaluation, and project-based practical training.
Originality/Value: This study moved from a broad needs assessment to precise priority identification. The proposed strategy offers scientific and empirical guidance for vocational institutions to enhance teacher-training programs and allocate resources more efficiently.
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