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This study examines Chinese vocational college teachers from the viewpoint of teacher role cognition, using social support and professional values as key dimensions. Results show a significant positive link between social support and teachers’ professional values, with professional values serving as a complete mediator.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-cognition-of-vocational-teachers-and-its-relationship-with-social-support-and-professional-values/593306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-cognition-of-vocational-teachers-and-its-relationship-with-social-support-and-professional-values/593306.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What is the mediating role of professional values in the relationship?","Question",{"text":112,"@type":113},"Professional values are presented as a complete mediator, so social support indirectly predicts role cognition in a positive manner through professional values.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},593306,1792190500,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Role Cognition of Vocational Teachers and Its Relationship with Social Support and Professional Values  \nLiu Lingfeng, Suhaidah Tahir  \nAbstract：In the era of \"Internet+ Education\" and smart technologies, vocational college teachers face numerous challenges, such as blurred role cognition and a lack of professional value. There is also a crisis of teachers being instrumentalized, marginalized, and blurred by internet tools. The role cognition of vocational college teachers is crucial in determining their professional behavior and teaching effectiveness. This study examines Chinese vocational college teachers from the perspective of a Chinese scholar. This study analyzes teachers' role cognition from two dimensions: social support and professional values. Social support encompasses social, administrative, and peer-related aspects. The research reveals a significant positive correlation between the development of social support and teachers' sense of professional values. Social support directly and positively predicts teachers' sense of professional values , and conversely, teachers' sense of professional values also directly and positively predict their role cognition. Social support indirectly predicts teachers' role cognition in a positive manner, with professional values acting as a complete mediator. Consequently, it can be concluded that to leverage the supportive roles of social support, administration, and peers, enhancing teachers' sense of professional values is paramount. This enhancement will ultimately lead to a more positive impact on teachers' cognition.  \nKeywords: vocational college teacher， role cognition， professional values， social support， structural equation modelling， influencing factors， teacher cognition， intelligent era， teacher development， role crisis.  \nHighlights  \nWhat is already known about this topic:  \n• Teacher role cognition determines teachers' behavior and strategies, influencing their performance and effectiveness.  \n• Social support is considered to have an impact on teachers' professional development.  \n• Vocational college teachers may experience insufficient support from social support systems due to partial social discrimination.  \nWhat this paper contributes:  \n• Professional values have a direct and significant impact on teacher role cognition, playing a mediating role in the triangular relationship studied. The effectiveness of social support on teacher cognition is influenced by the mediating effect of professional values.  \n• The study investigated the relationship between teacher role cognition, social support, and professional values, providing assistance to decision-makers in implementing teacher development and support programs.  \nImplications for theory, practice and/or policy:  \n• Administrative managers should focus on teachers' professional values and respect to enhance their role cognition. Without this, social support will not improve teacher cognition.  \n• Government departments should strengthen the provision of a sense of value for vocational college teachers in order to enhance teacher role cognition.  \nIntroduction  \nAs artificial intelligence and big data technologies advance, teachers' professional values are being challenged. Their roles are increasingly being seen as instrumentalized, marginalized, and blurred (Liu, 2022) . Understanding their roles and missions, and enhancing cognition through practice, has become a crucial issue for teachers. In this context, the role of the social support system becomes very important. This paper aims to explore the relationships among role cognition, self-worth, and social support among vocational teachers in China, under the backdrop of the intelligent era, hoping to provide actionable advice for contemporary educators and administrators.  \nEducation has always been a key factor in a country's development, and teachers play a crucial role in educational progress. The cognitive perception of a teacher's role serves as th","cbCaijmNdCEqsqsJ","https://ap.wps.com/l/cbCaijmNdCEqsqsJ","pdf",341844,"English","# Abstract\n# Keywords\n# Highlights\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What is the mediating role of professional values in the relationship?\",\"answer\":\"Professional values are presented as a complete mediator, so social support indirectly predicts role cognition in a positive manner through professional values.\"}]","The Role Cognition of Vocational Teachers - and Its Relationship with Social Support and Professional Values | PDF",1792077019,25]