Implementing A Psychological Capital–Organizational Commitment Strategy in the Reform Environment of Chinese Higher Vocational Colleges: A Case Study on Enhancing Teacher Work Engagement Through Process-Oriented Human Resource Management

This case study investigates the challenge of low and unstable work engagement among teachers in Chinese higher vocational colleges within the context of rapid educational reform and performance-driven management systems. Drawing upon psychological capital theory and the three-component model of organizational commitment, the case examines how institutional constraints and material incentives alone have proven insufficient in sustaining teachers’ vigor, dedication, and absorption. Through an in-depth analysis of teacher management practices, organizational culture, and psychological support mechanisms, the study evaluates multiple feasible alternatives, including intensified performance-based incentives, structural reform of evaluation systems, and the establishment of a comprehensive psychological mentorship system. After assessing the advantages and limitations of each alternative, the study proposes an integrated strategy centred on systematic cultivation of psychological capital and strengthening of affective organizational commitment through process-oriented human resource management. The case concludes that sustainable teacher engagement requires a shift from results-based control to people-centred empowerment supported by institutional fairness, participatory governance, and structured psychological support. Policy implications and contingency recommendations are provided for vocational colleges seeking high-quality development.

Psychological Capital; Organizational Commitment; Work Engagement; Higher Vocational Colleges; Human Resource Management; Teacher Development

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