The Correlational Study between Teachers’ characteristic on Students’ Academic Performance and the Role of Students’ Motivation in Chinese Vocational Institutions

The purpose of this study was to investigate the effects of Teacher Characteristics on students’ Academic Performance and the mediating role of Learning Motivation in Chinese vocational colleges. Through a questionnaire survey of 700 students in 10 vocational colleges across different regions, the study analyzed the direct relationship between Teacher Characteristics (including teaching experience, teaching methods, subject knowledge, interaction skills, teaching attitudes, and evaluation styles) and students’ Academic Performance, as well as the mediating role of Learning Motivation (Intrinsic Motivation, Extrinsic Motivation, Goal Orientation, and Self-Efficacy). The results showed that there was a significant positive correlation between Teacher Characteristics and students’ Academic Performance (r = 0.744, p < 0.001), with Learning Motivation playing an important mediating role in this relationship (indirect effect = 0.585, p < 0.001). Specifically, teachers’ interactive skills and personalized teaching methods were particularly effective in enhancing students’ intrinsic motivation (r = 0.600, p < 0.001) and self-efficacy (r = 0.750, p < 0.001), which in turn significantly improved Academic Performance (r = 0.807, p < 0.001). The findings provide empirical support for educational policy-making and teacher development in vocational colleges, emphasizing the importance of optimizing Teacher Characteristics and motivating students to enhance their academic outcomes. These insights directly address the research questions by demonstrating how specific teacher characteristics influence students’ learning motivation and academic achievement, highlighting the pathways through which these effects occur.