2025 IJRSE – Volume 14 Issue 7
Available Online: 25 March 2025
Author/s:
Ren, Xiaoyu*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University-Batangas, Philippines (ramauhay@lpubatangas.edu.ph)
Abstract:
This study examines the teaching ability and effectiveness of art educators in Shenyang, with a focus on faculty demographics, teaching behavior, and curriculum quality. The majority of respondents are between 26 and 35 years old, suggesting a youthful and dynamic workforce with a strong foundation in education. Art educators in Shenyang exhibit satisfactory teaching abilities, demonstrating a solid understanding of teaching management, course planning, and instructional practices. While educators create a well-structured learning environment, there is room for improvement, particularly in teaching management. Indicators of teaching behavior reveal a focus on fostering student growth and delivering quality content, though teaching methods and interactions could be further enhanced. The respondents consistently view teaching quality positively, noting strong alignment between curriculum design, content, and instructional practices, which supports student learning. Demographic factors do not significantly influence perceptions of teaching quality, as responses across various groups are consistent. Based on these findings, the study recommends addressing the lowest-ranked indicators in faculty performance and student learning by investing in targeted faculty training and development. This approach aims to improve teaching effectiveness, ultimately leading to greater student satisfaction and better academic outcomes.
Keywords: ability, behavior, curriculum, development, improvement, instruction, quality, teacher
DOI: https://doi.org/10.5861/ijrse.2025.25602
Cite this article:
Ren, X., & Mauhay, R. C. A. (2025). Teaching ability, quality, behavior of university teachers in Shenyang Province China. International Journal of Research Studies in Education, 14(7), 19-33. https://doi.org/10.5861/ijrse.2025.25602
* Corresponding Author