Motivation and Learning Characteristics of Teachers Pursuing Doctoral Degrees in Chinese Higher Vocational Colleges

다국어 초록 (Multilingual Abstract)

Motivation has an important impact on teachers’ continued learning. This study aims to investigate the motivations and learning characteristics of in-service teachers in Chinese higher vocational colleges who pursue doctoral degrees. It seeks to understand the factors influencing their academic journey and how these insights can inform policy and institutional support. A qualitative approach was adopted, involving semi-structured interviews with 22 in-service teachers from various academic disciplines and professional roles. The data were analysed using grounded theory, focusing on identifying key themes related to motivations, learning behaviours and challenges. The study identified four primary motivations: career development, academic achievement, institutional policy incentives, and personal growth. Learning behaviours were characterized by high levels of autonomy, proactive resource utilization, and goal-oriented study approaches. However, challenges such as balancing teaching responsibilities, family roles, and academic requirements were significant. Female teachers, particularly those with children, experienced higher levels of stress. Effective time management strategies and institutional support were found to be critical for success. Overall, the above studies present different cases of in-service teachers in higher vocational colleges pursuing doctoral degrees. These teachers have diverse motivations, learning situations and methods for pursuing doctoral degrees, and they are also under diverse pressures. The findings suggest that vocational colleges and policymakers should provide flexible learning arrangements, enhanced resource support, and targeted interventions to address time and stress management challenges. These measures can help teachers successfully pursue their academic and professional goals while maintaining balance across personal and professional domains. This research contributes to the limited body of literature on the motivations and learning behaviors of in-service teachers pursuing doctoral studies in vocational education settings. It offers actionable recommendations for institutions to better support this group, thus advancing both individual and institutional development. But it is also required to broaden the breadth of research samples, raise the diversity of research data, and deepen the analysis and exploration of influencing factors, all of which will improve the applicability of in-service teachers pursuing doctoral studies.

목차 (Table of Contents)

• Abstract
• 1. Introduction
• 2. Literature review
• 2.1. Learning motivation
• 2.2. Learning features
• 2.3. Learning support and environment
• 3. Data sources and methods
• 3.1. Research design and sample selection
• 3.2. Data collection and codling analysis
• 4. Research Finding
• 4.1. Learning motivation
• 4.2. Learning status of in-service teachers
• 4.3. Learning styles of in-service teachers
• 5. Conclusion and Discussion
• 6. Research Limitation
• References