International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 12
Available Online: 15 August 2024
Author/s:
Zuo, Shiqin
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (shiqinzuo@lpubatangas.edu.ph)
Abstract:
This descriptive research explored the relationships between and among the variables motivational evaluation, sense of cooperation, and teachers knowledge development in China. With a sample of 405 teachers, this paper described the profile of the respondents in terms of sex, level of education and teaching experience, identified teachers’ motivational assessment in terms of application, student evaluation and feedback and impact of motivational assessment; assessed collaborative learning in terms of modelling, collaborative learning and teamwork and school participation; and identified teachers’ knowledge development in terms of teaching and learning facilities and environments, teaching and learning management and teaching methods, and evaluation. Based on the results of the study, differences in respondents’ answers when grouped by profile variables were tested; the relationship between motivational evaluation, collaborative awareness and teachers’ knowledge development was that most of respondents were male, with a bachelor’s degree and with 0- 3 years of teaching experience. The majority of respondents found the Motivational Evaluation Matrix for student evaluation and feedback in teaching as the most important. The majority of respondents claimed that the modeling in the awareness of collaboration matrix had the most impact on the respondents. Respondents rated the teaching methods and evaluation in Teacher Knowledge Development Matrix the highest. There were no significant differences in responses on motivational evaluation when grouped according to profile variable except for application and student assessment when grouped according to educational attainment. Responses did not differ on sense of cooperation except on the aspect of modelling when grouped by educational attainment and no significant differences on responses were noted in teacher knowledge development. There was a significant positive correlation among motivational evaluation, sense of collaboration and teachers’ knowledge development. A faculty development program was proposed based on the results of the study.
Keywords: motivational evaluation, sense of cooperation, teachers’ knowledge development
DOI: https://doi.org/10.5861/ijrse.2024.24742
Cite this article:
Zuo, S. (2024). Motivational evaluation, sense of cooperation and teachers’ knowledge development in selected China universities. International Journal of Research Studies in Education, 13(12), 181-191. https://doi.org/10.5861/ijrse.2024.24742