Abstract

This study investigates incentive mechanisms for the sustainable professional development of young teachers in vocational colleges in Hunan Province, focusing on perceptions, relationships among key factors, and demographic influences. A mixed-methods approach was employed, utilizing both a questionnaire and open-ended questions. The study sampled 248 young teachers from three purposively selected colleges, ensuring proportional representation across institutions. Descriptive statistics were used to analyze four dimensions: Teachers’ Personal Material Needs (TPMN), Teachers’ Professional Development (TPD), Teachers’ Interpersonal Needs (TIN), and Teachers’ Satisfaction with Incentive Mechanisms (TSIM). Inferential analyses, including Pearson correlation and regression, revealed significant relationships among these dimensions, with TIN demonstrating the strongest predictive power for sustainable professional development. Demographic factors such as years of experience, job titles, and salary significantly influenced perceptions, while educational background showed no notable differences. Findings highlighted moderate satisfaction across all dimensions, with material needs and financial incentives identified as key areas for improvement. While professional development and interpersonal recognition were viewed positively, issues regarding fairness and transparency in career progression remained prevalent. Qualitative insights emphasized better material provisions, transparent evaluation systems, and more supportive workplace relationships. To foster sustainable professional development, the study recommends improving salary structures, establishing equitable and transparent career advancement systems, and enhancing workplace recognition. Tailored incentive mechanisms that align with teachers’ diverse needs are essential for creating an inclusive environment that supports growth, satisfaction, and retention. These findings provide valuable guidance for optimizing incentive mechanisms in vocational colleges.

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