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

Abstract

This study examines the moderating role of workload on the relationship between professional factors—such as teaching beliefs, practices, and development—and teacher performance, aiming to enhance performance evaluation systems in Chinese vocational colleges. Data was gathered from 1,339 teachers across top vocational institutions in Guangdong province. Analysis reveals a consistent moderate workload and good performance levels across various demographics. No significant differences were found in professional factors related to age, sex, civil status, educational attainment, academic rank, or teaching experience. However, workload significantly moderates the relationship between professional factors and performance. For example, high teaching loads can enhance the positive impact of teaching beliefs on performance, while heavy student mentoring duties may weaken it. Recommendations include implementing balanced workload policies, fostering continuous professional development, and creating comprehensive evaluation systems that integrate workload considerations. The study concludes that balanced workload distribution and professional growth initiatives are crucial for maximizing teacher performance, providing actionable insights for educational administrators, policymakers, and the academic community.