International Journal of Research Studies in Management
CollabWritive Special Issue
2024 Volume 12 Issue 16
Available Online: 6 December 2024
Author/s:
Qu, Hui Min
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (Huiminqu@lpubatabgas.edu.ph)
Abstract:
This study used a descriptive quantitative design to gain insight, describe in detail, rationally explain or effectively validate specific situations in the area of Campus Education Administration, Teacher motivation and Performance management. This study involved 425 faculty members from Chinese higher vocational institutions. To ensure that the study is representative and unbiased, the researcher used random sampling technique to draw a sample of 5000 faculty members from 50 higher vocational colleges and universities spread across the country. By using Raosoft calculator for sample size calculation, 425 faculty members were finally identified as the subjects of this study. The purpose of this study is to determine campus education administration, teacher motivation, and performance management in China in order to propose an enhanced faculty development program for Higher Vocational College in China. Specifically, this study will describe the profile of the respondents in terms of sex, age, highest educational attainment, and length of service; Identify campus education administration in terms of teaching management and support, student affairs management, and administrative service quality; determine teacher motivation in terms of teaching and learning environment, professional development, recognition, and benefits; assess teacher performance management in terms of work tasks completion, competency enhancement, work attitude and teamwork, work-life balance, and management and communication; Test the differences in responses when grouped according to profile; Test the relationships among campus education administration, teacher motivation, and performance management; and Propose an enhanced faculty development program for Higher Vocational College in China. The majority of respondents were male, aged 36-45, with the highest level of education being a Master’s degree and 11-15 years of service. Among Campus Education Administrators, the majority of respondents identified Student Affairs Management as the most important. Among Teacher Motivation, the majority of respondents identified Recognition as having the greatest impact. Among Teacher Performance Management, most of the respondents considered Competency Enhancement as the most important. The comparison of responses regarding educational administration on campus after grouping based on personal status. Significant differences were found after grouping based on age, highest level of education, and years of service. A positive correlation emerged between campus education management, faculty motivation and performance management. Propose an enhanced faculty development program for Higher Vocational College in China. School leaders may wish to commit themselves to establishing a transparent and fair system of incentives and performance management for teachers, ensuring that teachers’ performance is linked to rewards and stimulating their motivation and creativity. Teachers may be actively involved in evaluating and improving their own performance, utilizing the resources and feedback provided to improve the quality of their teaching and learning. students may become an important source of feedback for the incentive mechanism, and the effectiveness of teaching may be measured through their learning outcomes and satisfaction.it is recommended to ensure the fairness and effectiveness of the incentive mechanism by evaluating and adjusting it on a regular basis. future researchers may focus on how to integrate teacher incentives with best practices in campus education management in order to improve the overall quality of education and promote innovation and development in education management. Propose an enhanced faculty development program for Higher Vocational College in China.
Keywords: campus education administration, teacher motivation, performance management
DOI: https://doi.org/10.5861/ijrsm.2024.1319
Cite this article:
Qu, H. M. (2024). Campus education administration, teacher motivation, and performance management in China. International Journal of Research Studies in Management, 12(16), 13-24. https://doi.org/10.5861/ijrsm.2024.1319