DRIVING SUSTAINABLE TEACHING PERFORMANCE: A QUANTITATIVE ANALYSIS OF MANAGEMENT FACTORS INFLUENCING TRAINING EFFECTIVENESS AMONG VOCATIONAL COLLEGE TEACHERS IN JIANGSU PROVINCE

Abstract

Teacher training effectiveness in vocational colleges is increasingly recognised as a key driver of sustainable educational outcomes and workforce readiness. This study explores the impact of institutional management factors on the perceived training effectiveness of vocational college teachers in Jiangsu Province, China. Using a quantitative design, data were collected from 412 teachers through a structured questionnaire comprising dimensions of training needs assessment, administrative support, relevance of training content, perceived training effectiveness and post-training evaluation. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to examine the relationships among these variables. Results indicate that administrative support (β = .384, p < .001), relevance of training content (β = .356, p < .001), and post-training evaluation (β = .297, p < .01) significantly predict perceived training effectiveness. The regression model accounted for 51.4% of the variance (R² = 0.514, F(4, 407) = 107.32, p < .001). Teachers also reported that misalignment between training content and job requirements, as well as insufficient managerial feedback mechanisms, reduces long-term effectiveness. The findings underscore the importance of strategic, management-led approaches to training design and implementation in vocational education settings. Recommendations are provided to enhance sustainable teaching performance through integrated training policies, feedback loops, and management engagement. This study contributes to the discourse on workforce-oriented education reform and offers evidence-based insights for education managers and policymakers in vocational training institutions.