The Reward Mechanism and Career Development of Physical Education Teachers in Higher Education in Liaoning Province: Basis for a Developmental Framework
Abstract
Physical education teachers in higher education require structured career support and equitable incentive systems to sustain professional motivation and organizational commitment. This study assessed the level of career development initiatives and incentive mechanisms experienced by 189 physical education (PE) teachers from four universities in Liaoning Province, China, and examined the significant relationship between these two constructs. Career development was measured through three dimensions: self-efficacy, outcome expectations, and personal goals. Incentive mechanisms were assessed through four categories: material reward, social reward, work reward, and personal reward. A descriptive-correlational research design was employed using a researcher-developed and validated five-point Likert-scale questionnaire. Reliability was confirmed through Cronbach's Alpha, yielding an overall coefficient of 0.919 for career development initiatives and 0.965 for incentive mechanisms, both indicating excellent internal consistency. Results showed that career development initiatives were strongly perceived across all dimensions, with self-efficacy obtaining a mean of 4.45, outcome expectations 4.47, and personal goals 4.38, yielding an overall mean of 4.43 (Strongly Agree). Incentive mechanisms were similarly well-regarded, with material reward at 4.11 (Available), and social reward (4.42), work reward (4.51), and personal reward (4.51) all rated as Always Available, for an overall mean of 4.39. A significant and positive relationship was found between career development initiatives and incentive mechanisms in terms of self-efficacy (r = 0.705, p < .001). These findings suggest that stronger self-efficacy is associated with greater engagement with institutional reward structures. Areas such as personal goal-setting and consistent provision of material rewards need further improvement. Based on the findings, a Developmental Framework is proposed to guide higher education institutions in designing career programs and balanced incentive systems that foster professional growth among PE teachers.
