Vocational College Teachers’ Professional Identity and Its Relationship with Social Support and Sense of Efficacy

An empirical research was conducted on 822 teachers from 10 vocational colleges in Jiangsu Province investigated through self-designed and revised questionnaires. Teachers have the highest professional identity in professional behavior and the lowest in professional reputation. There is a significant positive correlation between social support and professional identity, as well as professional identity and personal teaching efficacy, while there is no significant correlation between general teaching efficacy and other variables. Social support has a direct and positive predictive power to professional identity, so as professional identity to personal teaching efficiency. Social support has an indirect positive predictive power to personal teaching efficacy, in which professional identity plays a completely intermediary role. The construction of social support system from the personal and environmental aspects can promote the sense of professional identity and teaching efficacy, which ultimately benefits the personnel training in vocational colleges.