International Journal of Research Studies in Management
CollabWritive Special Issue
2024 Volume 12 Issue 5
Available Online: 15 June 2024
Author/s:
Li, Hongzhang
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
Understanding the interaction among disciplined leadership, professional learning, and development among Chinese vocational college professors is crucial for fostering an environment conducive to the career advancement of Chinese vocational college professors, enhancing the educational standards, and bolstering competitiveness. These three factors are interconnected and mutually reinforcing. Currently, there is a lack of research simultaneously investigating these three factors. This study employed a descriptive research method to investigate disciplined leadership, professional learning, and development among Chinese vocational college professors. A total of 550 participants from six universities in china were involved. The results indicate that there is an almost equal number of male and female respondents, with the majority aged between 31 and 40 years old, holding deputy senior positions or above, and having more than six years of service. The respondents unanimously agreed on all indicators of disciplined leadership, demonstrating proficiency in team leadership, work engagement, and stress management, while placing significant emphasis on organizational leadership and personal development. Likewise, the respondents endorsed all indicators under professional learning, particularly valuing collaboration with colleagues and acquiring new knowledge. Concerning professional development, the respondents showed consensus on all indicators, prioritizing a conducive professional environment and cognitive and emotional responses. The length of service significantly influenced summary and reflection, while no other dimensions displayed significant differences. A strong correlation was found among disciplined leadership, professional learning, and development, suggesting that higher disciplined leadership leads to increased professional learning and better professional development. A teacher training program aimed at enhancing disciplined leadership, professional learning, and development was proposed. The primary recommendations of this study suggest that professors may need to focus on clarifying the discipline’s vision and strategy, enhancing communication skills, improving decision-making, fostering team cohesion, and adapting to change. Continuous efforts and practices should be made to improve leadership skills, enabling professors to contribute more significantly to the discipline’s long-term development. Chinese vocational college administrators may need to allocate more resources, provide training, and offer guidance to professors, assisting them in effectively allocating time for reflection and self-assessment. The proposed teacher training program could be considered for implementation and subsequent evaluation. Further research could delve deeper into disciplined leadership, professional learning, and development among Chinese vocational college professors, as well as explore additional factors or variables that may impact the current study, such as work efficiency, teaching quality, and teaching skills. The aim is to enhance teacher development initiatives targeting disciplined leadership, professional learning, and development among Chinese vocational college professors for discussion, implementation, and evaluation.
Keywords: disciplined leadership, professional learning, professional development, Chinese vocational college
DOI: https://doi.org/10.5861/ijrsm.2024.1071
Cite this article:
Li, H. (2024). Disciplined leadership, professional learning, and development among Chinese vocational college professors. International Journal of Research Studies in Management, 12(5), 135-152. https://doi.org/10.5861/ijrsm.2024.1071