Research on the Performance Incentive System for Teachers in Higher Vocational Colleges

Abstract

Under the strategic guidance of the “Xingliao Excellent Colleges” initiative, higher vocational education in Liaoning Province is undergoing a critical transition from external expansion to internal quality enhancement. As a key lever for promoting high-quality development, the design and adaptability of teacher performance incentive systems directly affect faculty development and talent cultivation outcomes. Based on field research into the current state of performance management in Liaoning's higher vocational institutions, this study identifies structural shortcomings in incentive effectiveness, evaluation dimensions, promotion pathways, and implementation mechanisms. The analysis reveals widespread issues such as incentive failure, assessment distortion, and institutional distrust. Drawing on theoretical frameworks including Expectancy Theory, Two-Factor Theory, and Equity Theory, the paper proposes a multi-pronged optimization strategy centered on diversified evaluation indicators, tiered and classified appraisal systems, developmental result application mechanisms, and a transparent, accountable implementation culture. The study concludes that only by shifting from a task-oriented to a development-oriented performance model can institutions fully leverage the motivational potential of such systems and foster a virtuous cycle in which teacher growth drives institutional reform.