Digitalization's Impact on Chinese Higher Vocational Teachers: Identity, Satisfaction, Resignation

Abstract

In the changing field of higher vocational teaching in China with the integration of digitalization, educational software, and virtual computer system integration (VCSI), understanding the relationships between professional identity, job satisfaction, and the intention to resign is imperative. Previous research has underscored the impact of professional identity on job satisfaction and its role in mitigating turnover intentions among educators. However, there is a noticeable gap in the literature specific to the unique challenges faced by higher vocational teachers in China, particularly in the context of digitalization, interactive whiteboards (IW), educational software, and VCSI. This study aims to bridge this gap by investigating the dynamic relationship between these variables within the distinct educational context of higher vocational teaching in the context of educational software, and IW which is digitalization and virtual online learning environment and collaborating tools related to VCSI. This research seeks to understand the complex links between professional identity, work satisfaction, and resignation among Chinese higher vocational teachers, and also examines how digitalization and VCSI moderate these correlations. This quantitative study investigates the professional experiences and career choices of 271 Chinese Higher Vocational Teachers using online questionnaires and structural equation modeling (SEM) (SEM: analyzing digitalization and VCSI's moderating impacts using interaction terms). It finds significant links between professional identity, job satisfaction, and resignation intention, and examines how digitalization and VCSI moderate these relationships. The study aims to understand technology's impact on educators, offering insights and practical guidance for educational leaders in China, particularly regarding the integration of technology in higher vocational teaching.