The moderating role of workload on professional factors associated with teacher performance: Basis for an enhanced performance evaluation system

Abstract

This study investigates the moderating role of workload between professional factors and teacher performance, aiming to provide a theoretical basis for establishing an optimized performance evaluation system for vocational colleges. The research found that vocational college teachers' teaching beliefs, practices, and professional development activities significantly impact teaching effectiveness. Additionally, an appropriate workload can enhance teachers' enthusiasm and efficiency in teaching and research. Through a survey of 1,339 teachers from the five top vocational colleges in Guangdong Province, the study analyzed the relationships between teachers' personal information, professional factors, workload, and performance. The results indicated significant differences in workload and professional factors among different teacher groups, with moderate workload enhancing the positive impact of professional factors on performance. The study ultimately offers recommendations for improving teacher performance management in vocational colleges, focusing on optimizing workload distribution and ongoing professional development to improve overall teaching quality.