Psychological Drivers of Innovative Work Behavior and Intergenerational Knowledge Transfer among Young Higher Vocational Teachers: An Empirical Analysis towards the Sustainable Development of Higher Vocational Education in China
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In the context of sustainable development, innovative work behavior has become the core driving force for achieving high-quality and continuous innovation in higher vocational education. As an important subject of innovation in higher vocational education, the psychological driving factors of young teacher and intergenerational knowledge transfer paths have significant strategic value and practical implications for the sustainable development of the higher vocational education system. The research objectives are as follows: 1) to examine the impact of occupational self-efficacy on intrinsic motivation and innovative work behavior (inside and outside the classroom) among young higher vocational college teachers; 2) to examine the role of intrinsic motivation in enhancing innovative work behavior among young higher vocational college teachers both inside and outside the classroom; 3) to examine how the willingness of intergenerational learning influences offline and online intergenerational knowledge transfer among young higher vocational college teachers; 4) to examine the effect of offline and online intergenerational knowledge transfer on inside-classroom and outside-classroom innovative work behavior among young higher vocational college teachers. The study employed structural equation modeling (SEM) to analyze questionnaire data from 430 participants. Results provided empirical support for all 11 research hypotheses at statistically significant levels.
The findings revealed that 1) occupational self-efficacy has significant positive impact on intrinsic motivation and innovative work behavior (inside and outside the classroom); 2) intrinsic motivation has significant positive impact on innovative work behavior among young higher vocational college teachers both inside and outside the classroom; 3) willingness of intergenerational learning influences has significant positive impact on offline and online intergenerational knowledge transfer; 4) offline and online intergenerational knowledge transfer has significant positive impact on inside-classroom and outside-classroom innovative work behavior among young higher vocational college teachers.
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ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ ยินยอมว่าบทความเป็นลิขสิทธิ์ของวารสาร
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