The Impact of Care from Chinese Teachers on the Work-Study Program

Danruo  Huang

doi:10.60027/ijsasr.2023.3456

Authors

Danruo Huang Ph.D. Student, Chinese Graduate School, Panyapiwat Institute of Management, Nonthaburi, Thailand. https://orcid.org/0000-0003-1267-8364

DOI:

https://doi.org/10.60027/ijsasr.2023.3456

Keywords:

Teacher Care;, Education Care; , Work-study Program

Abstract

Background and Aims: According to the theory of comprehensive development of individuals, students’ participation in work-study programs is influenced by their environment. Teachers play a crucial role in the interpersonal environment of students’ work-study activities. Work-study is an important component of educational funding in China. This study empirically examines the influence of teacher care on work-study.

Materials and Methods: Based on these hypotheses, this study focuses on students participating in work-study programs in universities, with a research scope limited to the Chaoshan area. Data was collected through a questionnaire survey, with a total of 1056 questionnaires distributed. Questionnaires that were incomplete or had the same answer throughout were excluded, resulting in 894 valid questionnaires. The effective response rate was 84.7%.

Results: The research found that policy environment, physical environment, and teacher care have direct and indirect positive effects on work-study activities, and students’ self-regulation ability plays a moderating role in this process.

Conclusions: The policy environment, physical environment, and teacher care have direct and indirect positive impacts on work-study activities, and students’ self-regulation ability moderates these impacts. These findings have significant implications for schools and teachers in providing support and guidance to work-study students, helping to optimize the implementation of work-study programs.

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