교사의 성찰학습이 직업정체성과 직무열의를 매개로 직업전문성에 미치는 영향: 직업학교 교사를 대상으로

This study analyzed the relationship between the level of reflective learning and vocational professionalism among vocational school teachers, as well as the mediating effects of job engagement and professional identity on this relationship. The study was conducted through a survey distributed to teachers working at selected schools in the Yunnan region of China. The findings are as follows. First, among the components of reflective learning, the variable corresponding to a high level of reflection was found to be positively associated with job engagement, professional identity, and vocational professionalism. This indicates that a high level of reflective learning enables educators to better understand their roles, thereby positively influencing the development of vocational professionalism. Second, professional identity was shown to have a significant positive relationship with both vocational professionalism and job engagement. The finding that a strong professional identity enhances job engagement also implies that a weak professional identity may lead to lowered morale and reduced service quality, whereas a strong professional identity fosters job commitment. Third, job engagement was also found to be significantly and positively related to vocational professionalism. Finally, the study confirmed the overall mediating effects of professional identity and job engagement in the relationship between vocational professionalism and reflective learning. This underscores the importance of cognitive factors, such as reflection, which influence professional identity. In other words, beyond environmental and psychological factors, high-level cognitive traits like deep reflection are critical drivers that positively contribute to personal development and the enhancement of professional competencies.