International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 7
Available Online: 15 June 2024
Author/s:
Lin, Lixia
Graduate School, Lyceum of the Philippines University – Batangas
Abstract:
This study aimed to determine the beliefs, motivations, and classroom practices of Chinese university teachers as basis for teachers’ training plan. Descriptive research methods were employed, and questionnaires served as the primary data collection tool. Statistical analyses included frequency count, weighted mean and ranking, regression analysis, and analysis of variance (ANOVA). The survey revealed no significant differences in responses based on the sex, age, education attainment, and teaching experience of respondents regarding the three variables teacher beliefs, motivations, and classroom practices. Teachers exhibited common beliefs, motivations, and classroom practices regardless of sex, age, education attainment, or teaching experience. Therefore, university teacher training programs should emphasize the participation of all faculty members rather than being based on individual attributes. There was a significant positive correlation between teacher beliefs and classroom practices, highlighting the importance of teacher beliefs in the teaching process. Job satisfaction, performance, intrinsic factors, and certain external factors were significantly correlated with classroom practices, indicating that enhancing teachers’ proficiency in these areas could further optimize classroom practices. Respondents’ analysis of the correlation between teacher beliefs, motivations, and classroom practices revealed significant relationships, indicating that teachers are passionate about their work, strive for excellence, and foster a conducive learning environment for students.
Keywords: teachers’ beliefs, motivation, classroom practices, training plan
DOI: https://doi.org/10.5861/ijrse.2024.24629
Cite this article:
Lin, L. (2024). Teachers’ beliefs, motivation and classroom practices in Chinese universities. International Journal of Research Studies in Education, 13(7), 1-15. https://doi.org/10.5861/ijrse.2024.24629