Study On Training Demand And Influence Factors Of Teachers In Higher Vocational Colleges

With the implementation of the policy of expanding college enrollment andvigorously developing vocational education in recent years, higher vocationaleducation scale has been rapidly expanded and the priority has been shifted from scaleexpansion to quality improvement. Therefore, conflicts between the vocational abilityof higher vocational teachers and the improving of education quality have been moresignificant. The top priority of improving the quality of higher vocational educationand achieving sustainable development has been enhancing the individual quality ofhigher vocational teachers through training and fostering high-level teaching staff.According to the human resources development theory, the primary part oftraining is conducting training demand survey. Based on the research findings onteachers training demand of higher vocational colleges both in China and abroad,taking teachers in five higher vocational colleges in Qing Huangdao as respondents,this research conducted questionnaire surveys and field interviews from nine aspectssuch as training motivation, training content, training form, training method, trainingtime, training place, and training cost; meanwhile, statistical analysis was made to therelated data. The result shows that there are many problems in the in-service trainingof higher vocational colleges, such as lack of motivation, diversified demand, andmonotonous form, owing to incomplete related rules and regulations, insufficientfiscal support, the huge higher vocational teachers group, heavy teaching assignment,the bad feedback channel of training information and so on.This research confirms that environment and teachers are the two major factorsaffecting the in-service teachers training of higher vocational colleges. Theenvironmental factors mainly include college barriers, system barriers, and trainingbarriers; teachers’ factors include teachers’ gender, age, experiences, grade, title,degree, certificate, post of duty, salary and so on. The factors above becomediversified, hierarchical and comprehensive, when influencing the training demand ofhigher vocational teachers.In terms of higher vocational teachers’ training demand and its factors, themotivation of higher vocational teachers’ training and the cognition of training’sinfluences, the research believes that the government, colleges, training agencies andteachers should make joint efforts to do better on higher vocational teachers’ training,and the five aspects such as improving laws and regulations, activating training forms, optimizing training contents, strengthening survey and analysis and enhancingtraining supervision should be focused on to inspire, encourage, guide and understandhigher vocational teachers’ training demand and realize the effective combination ofgroup training demand and individual training demand, and promote the sustainabledevelopment of higher vocational education in China.