A Systematic Review of Chinese Vocational Colleges Teacher Performance Determinants
Kajian Sistematik Terhadap Penentu Prestasi Guru Kolej Vokasional China
DOI:
https://doi.org/10.53840/e-jpi.v13i1.376Keywords:
Job Performance, Job Satisfaction, Organizational Support, Work Engagement, Emotional IntelligenceAbstract
This article reviews the literature on teacher job performance from 1990 to 2025. Following the PRISMA framework, a total of 92 peer-reviewed papers from the Scopus database were included. Unlike previous studies that simply listed isolated factors, this review reveals how these factors interact rather than operate independently. The findings demonstrate an integrated network with clear interaction pathways. Organizational-level factors including transformational leadership, organizational commitment and support directly determine job performance, while individual-level resources including work engagement, emotional intelligence, and self-efficacy form a sequential chain leading directly to job performance. Job satisfaction serves as a mediating variable that transmits influences across levels, and occupational stress and burnout moderate these pathways. Teachers’ job performance is not determined by any single dimension but results from the dynamic interaction among individual characteristics, organizational environment, and policy support. These influencing factors show statistically significant differences across different regions and cultural contexts, school systems, and urban-rural environments. This study goes beyond a simple enumeration of eight independent factors and proposes a multilevel, path-based analytical framework, clarifying the interaction mechanisms among the influencing factors. Based on these findings, the article offers specific recommendations to school administrators and educational policymakers, focusing on teacher well-being and organizational mechanisms to improve teaching quality in China’s vocational education system.
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