MECHANISMS INFLUENCING THE PROFESSIONAL COMPETENCE OF IDEOLOGICAL AND POLITICAL COURSE TEACHERS IN CHINESE ETHNIC MINORITY VOCATIONAL COLLEGES: A HUMAN RESOURCE MANAGEMENT PERSPECTIVE
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Abstract
This study focused on the unique context of teacher management in vocational colleges in ethnic minority regions, exploring the key mechanisms influencing the professional competence of ideological and political theory course instructors from a Human Resource Management (HRM) perspective. Using a sample of 21 full-time ideological and political theory course instructors from H Vocational College in a certain ethnic minority region in southwest China, data were collected through structured questionnaires, and stepwise regression analysis was used to identify the mechanism by which teacher human resource management affects professional competence. The study found that career management has the most significant impact on teachers’ personality traits (β = 0.853, p < 0.01); training and development management had a significant positive impact on teaching ability (β = 0.438, p < 0.05), knowledge management had a significant positive impact on knowledge literacy (β = 0.606, p < 0.01), and incentive management had a significant positive impact on professional attitude (β = 0.604, p < 0.01). The results reveal that there is a certain mismatch between institutional design and teachers’ actual needs in the implementation of dimensions such as incentive management and knowledge management, which requires attention and adjustment in management practices. Based on this, this study constructed a teacher competency-oriented HRM path model applicable to the context of higher vocational education in ethnic regions, thereby providing empirical evidence and policy recommendations for optimizing teacher management systems.
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