制度激励何以促进职业院校教师企业实践参与OACHSSCD

Enterprise practice for vocational teachers is an important approach to advancing industry-education integration and cultivating"dual-qualified"teachers.However,in practice,it still faces the dilemma of"high policy attention but weak implementation".Drawing on the Stimulus-Organism-Response(S-O-R)theory,this study develops an analytical framework of"institutional incentives-psychological mechanisms-participation behavior"and employs partial least squares structural equation modeling(PLS-SEM)and fuzzy-set qualitative comparative analysis(fsQCA)to examine the effect paths and configurational mechanisms through which institutional incentives influence teachers' participation in enterprise practice.The findings show that resource support and development opportunities significantly promote teachers' participation in enterprise practice,whereas the direct effect of performance appraisal is not significant and operates mainly through stimulating teachers' moral responsibility.Moral responsibility and continuance participation intention form an"affective-cognitive"chain mediation mechanism in the process through which institutional incentives influence participation behavior.Teachers' participation in enterprise practice also exhibits a pattern of multi-path synergistic generation,in which development opportunities,moral responsibility,and continuance participation intention constitute core conditions in most configurations.Multi-group analysis further indicates that secondary vocational school teachers' participation in enterprise practice is more strongly driven by responsibility ethics,whereas higher vocational college teachers' participation is more characterized by development-oriented rationality.Therefore,China needs to establish a psychological transformation mechanism for institutional incentives,promoting the shift of teacher enterprise practice from"task execution"to"meaning identification";Strengthening professional identity,improving the psychological support mechanism for"responsibility identification-willingness generation"of vocational school teachers;Promoting differentiated institutional supply to enhance the situational adaptability of the enterprise practice incentive mechanism.