Factors influencing professional development of double-qualified teachers in Guangxi Zhuang Autonomous Region, China

This study explores the factors affecting the professional development of double-qualified teachers (DQTs) in the Guangxi Zhuang Autonomous Region. Using structural equation modeling, it examines how institutional support, continuous training, school-enterprise cooperation, resource availability, and progressive educational policies contribute to DQTs’ growth. Data were collected through structured questionnaires distributed to DQTs, educational administrators, and policymakers, with reliability and validity tests confirming the robustness of the instruments. The results show that resource availability is the most significant factor, followed by continuous training and educational policies, while institutional support has a lesser effect. Notably, school-enterprise cooperation demonstrates a negative relationship, suggesting current partnerships are ineffective. These findings highlight the importance of providing sufficient resources, expanding professional development opportunities, and innovating curriculum design and delivery. The study recommends that policymakers and educational leaders in Guangxi prioritize resource enhancement, program quality improvement, and policy innovation, while addressing weaknesses in school-enterprise collaborations to strengthen vocational education. Future research should further investigate these variables to develop more effective support systems and collaborative practices for the sector’s evolving needs.