The Role Cognition of Vocational Teachers and Its Relationship with Social Support and Professional Values

Abstract

In the era of "Internet+ Education" and smart technologies, vocational college teachers face numerous challenges, such as blurred role cognition and a lack of professional value. There is also a crisis of teachers being instrumentalized, marginalized, and blurred by internet tools. The role cognition of vocational college teachers is crucial in determining their professional behavior and teaching effectiveness. This study examines Chinese vocational college teachers from the perspective of a Chinese scholar. This study analyzes teachers' role cognition from two dimensions: social support and professional values. Social support encompasses social, administrative, and peer-related aspects. The research reveals a significant positive correlation between the development of social support and teachers' sense of professional values. Social support directly and positively predicts teachers' sense of professional values, and conversely, teachers' sense of professional values also directly and positively predict their role cognition. Social support indirectly predicts teachers' role cognition in a positive manner, with professional values acting as a complete mediator. Consequently, it can be concluded that to leverage the supportive roles of social support, administration, and peers, enhancing teachers' sense of professional values is paramount. This enhancement will ultimately lead to a more positive impact on teachers' cognition.