Study on the Competency Components and Influencing Factors of “Double-Qualified” Teachers in Civil Construction Majors of Higher Vocational Colleges in Yunnan Province
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Abstract
This study aimed to explore the components and indicators of "double-qualified" teachers’ competencies in civil construction programs at higher vocational colleges in Yunnan Province, assess the current competency levels and variations across demographic and professional profiles, and identify key factors influencing competency development. A sample of 202 teachers from 17 public institutions was selected through snowball sampling to ensure diversity in institutional type, teaching experience, and professional background. Data were collected via a validated structured questionnaire with high internal consistency (Cronbach’s alpha > 0.90) and analyzed using descriptive statistics, t-tests, one-way ANOVA, and content analysis. The results revealed that the competency framework consisted of four dimensions—professional knowledge, vocational skills, IT literacy, and professional attitude—with professional knowledge and vocational skills being the highest-rated areas, while IT literacy scored the lowest, indicating an imbalance in competency development. No significant differences were found in competency levels based on gender, age, or educational background. However, industry training participation and school–enterprise cooperation were positively correlated with higher scores in vocational skills and information literacy. Additionally, policy support at both provincial and institutional levels was identified as a key enabler across all competency domains, with industry training being the strongest predictor of vocational skills and school–enterprise cooperation the most influential factor for enhancing information literacy. These findings provided a solid evidence base for designing targeted professional development strategies and policy interventions to strengthen the competency profiles of "double-qualified" teachers in civil construction fields.
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