Instructional Planning Proficiency of Instructors in the Vocational College as a Predictor of Teaching Performance

Abstract

This study investigates the correlation between instructional planning proficiency and teaching performance in the context of vocational education at Neijiang Vocational and Technical College, China. The research, conducted with 240 respondents, explores the demographic profile, instructional design competence, consideration of student background, teaching performance and engagement, and classroom management and adaptability. Findings indicate a commendable level of instructional planning proficiency among instructors, with positive correlations to teaching performance, engagement, and effective classroom management. The study employs Cognitive Load Theory as a theoretical framework, emphasizing the significance of managing cognitive load in vocational education. Implications underscore the need for targeted professional development to further enhance instructional planning capabilities, fostering continuous improvement among instructors. The research contributes valuable insights for policy development, decision-making, and faculty development initiatives in vocational education.