Exploring the Issue of Resignation among External Teachers in Z Region's Higher Vocational Colleges: Based on the Theory of Psychological Contract

Abstract

As the enrollment size of higher vocational institutions in China swiftly amplifies, and with a simultaneous rise in the number of new specializations, existing full-time faculty members grapple with meeting the mounting prerequisites of vocational education. Challenges encompass a low teacher-student ratio, inconsistent quality, and varying teaching abilities. Given such conditions, vocational institutions have turned to hiring professional technicians from enterprises, a strategy that mitigates faculty shortage, economizes educational expenses, bolsters students' practical skills, and augments the scholarly ambiance. The Annual Report on Quality of China's Higher Vocational Education indicates a teacher-student ratio in Chinese vocational institutions of merely 1:15.6, with some well-sourced institutions even failing to satisfy the qualified standard of 1:18. Post expansion, a lag in administration has resulted in a persistently high turnover rate among faculty hires, thus engendering new challenges. There has been a noticeable yearly upsurge in turnover rates since 2017 among faculty hires. Additionally, diverse issues in faculty management within vocational institutions profoundly influence teaching quality. This article investigates 285 faculty hires from various vocational colleges in region Z. Utilizing the SPSS statistical analysis tool, it is revealed that the transactional, relational, and developmental dimensions of psychological contracts of External faculty all significantly correlate negatively (P<0.05) with turnover intentions. A multiple linear regression analysis further disclosed the developmental psychological contract as exerting the most substantial impact on faculty hire turnover rates. The paper concludes by offering suggestions to refine human resource management in vocational colleges in region Z.