The Relationship Between Teachers’ Perceived Insider Status And Job Performance In Secondary Vocational Schools

At present,the world has entered the era of Industry 4.0 using information technology to promote industrial change,and vocational education is urgently needed to train more high-level technical experts for industrial change.In order to promote school-enterprise cooperation and realize the in-depth integration of production and education,the formation of a high-level and structured teaching innovation team are explore.Part-time and contract teachers are employed to optimize the current secondary vocational teacher team to truly realize sending down talents of more kinds than one and uniting all forces to contribute to China’s vocational education.In view of this,this research investigates the secondary vocational teachers ’current working status based on theories of perceived insider status perception and job performance.A questionnaire was conducted on 342 teachers in 6 secondary vocational schools in Luzhou,Sichuan,and some secondary vocational schools in Yunnan Province,including 165 full-time teachers,90 party-time teachers and 87 contract teachers.One in-service teacher,one part-time teacher and one contract teacher were selected for case study.The questionnaire shows that:(1)the full-time teachers have a significant positive impact on situational performance and adaptive performance,but have no significant impact on task performance;(2)part-time teachers have a significant negative impact on task performance,situational performance and adaptive performance;(3)Contract teachers have no significant impact on task performance,context performance and adaptive performance;(4)In-service and part-time teachers have a significant positive impact on perceived insider status perception,while contract teachers’ impact is not significant;(5)The perception of perceived insider status of secondary vocational teachers has a significant positive impact on task performance,contextual performance and adaptive performance;(6)The perception of perceived insider status has a significant regulating effect on the work performance of secondary vocational teachers;(7)Teachers’ perceptions of insider status and job performance differ significantly in gender,age,tenure,position,and education.The case investigation shows that:(1)the perception of insider status of teachers in secondary vocational schools is affected by three factors: school management,teacher group and student personality;(2)the work performance ofteachers in secondary vocational schools is affected by the perception of insider status of teachers of different identities.Finally,from policy making,school platform construction and personal internal environment,the paper proposes ways to improve the insider perception level to promote the work performance of secondary vocational school teachers on the basis of the above research and analysis,combing with perceived insider status perception and work performance related theories.