Competencies and Organizational Commitment of Higher Vocational College Faculty in Xiamen City

Abstract

This study examines the relationship between faculty competencies and organizational commitment in higher vocational colleges in Xiamen City. The 2026 population frame used for the study comprises 3,602 faculty members across 10 higher vocational colleges. Under a 95% confidence level, p = 0.50, and a 5% margin of error with finite-population correction, the minimum sample is approximately 348; the synthetic demonstration uses N = 360. Faculty competency is organized into six domains: professional ethics and educational orientation, vocational teaching, professional practice, research and social service, digital and curriculum innovation, and school–enterprise collaboration. Organizational commitment is examined through affective, continuance, and normative commitment. Because no field dataset was supplied, all quantitative results are explicitly synthetic and must be replaced by actual survey observations before empirical submission. In the simulation, overall competency is positively related to affective commitment (r = 0.563, p < 0.001) and normative commitment (r = 0.488, p < 0.001), while its relationship with continuance commitment is small and nonsignificant (r = 0.074, p = 0.160). The pattern illustrates that competence may be more closely connected with attachment and reciprocity than with the perceived costs of leaving.