An Empirical Study on the Influence Mechanism of Teaching Commitment among Pre-service Teachers in Vocational Colleges from the Perspective of Ecosystem Theory

Abstract

Pre-service teachers’ Teaching Commitment is crucial to the overall quality of the teaching workforce. The deficiency in such commitment stems from the complexity of influencing factors. Guided by the ecosystem theory, this study constructs a multi-level mechanism model encompassing six dimensions across the micro-individual, meso-institutional, and macro-societal levels. Using questionnaire data and the smartPLS software for empirical testing, the results indicate that all three levels exert a significant positive impact on pre-service teachers’ Teaching Commitment, with the individual level playing a notable mediating role. Accordingly, this study proposes strategic recommendations in three aspects: first, at the individual level, to integrate the spirit of educator ethos and strengthen professional motivation and identity; second, at the institutional level, to establish a comprehensive training system that fosters a virtuous cycle of "cognition, emotion, volition, and practice"; and third, at the societal level, to enhance policy support for education, thereby safeguarding professional prestige and attractiveness. These recommendations aim to reinforce pre-service teachers’ Teaching Commitment and improve the quality of teacher training.