Evaluating Teacher Motivation and Performance at Dongying Vocational College: Implications for Educational Policy and Practice

Teacher performance, motivation, and self-identity are critical for the success of Chinese vocational colleges. These factors shape educational quality and institutional effectiveness. Despite their importance, few studies have explored the interplay in this educational context. This study employed a descriptive-correlational research design to examine the relationships between teacher self-identity, job satisfaction, and performance. Data from 100 teachers were analyzed using validated survey instruments. Descriptive statistics summarized the trends, while regression and correlation tests determined the strength of the relationships. The findings revealed high levels of self-identity (M = 3.376, SD = 0.44), job satisfaction (M = 3.41, SD = 0.43) and teaching performance (M = 3.52, SD = 0.42). Teachers have excelled in adapting teaching methods and fostering student engagement. Interpersonal relationships, including collaboration and trust, further enhance satisfaction and performance. This study highlights the interconnectedness between teacher identity, motivation, and effectiveness. These results emphasize the need for professional development, equitable resource allocation, and collaborative environments to sustain high performance. By addressing these areas, institutions can enhance teacher satisfaction, improve student outcomes, and support vocational education reform. Future research should expand on these findings across diverse contexts.