International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 17
Available Online: 25 October 2024
Author/s:
Zhu, Ye
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
The participants of this study are teachers of computer science majors in three universities in China, namely, Guangzhou University, Guangzhou Normal University, and Guangzhou College of Commerce and Industry totaling 3,000 people. Respondents will be randomly selected from the school faculty of 341 using SPSS statistical software to ensure that the respondents are computer science majors in the school. The total number of respondents for this study was revised and confirmed by the professors to be 425. This purpose of this study is to determine informatization teaching competency, job satisfaction, and effectiveness among Chinese Computer ability Teachers. Specifically, this study will describe the age, sex, and educational background, determine the respondent’s informatization teaching ability in terms of Capability, Teaching and Learning, and Design Capability; assess the respondent’s teaching satisfaction in term of Capacity Utilization and Promotion, School Management, Wages and Benefits; explore the respondents’ teaching effectiveness in terms of Teaching Effect, Teaching Methods and Interaction; test for differences in responses when grouped according to profile; test the significant relationship Among informatization teaching ability, and satisfaction and effectiveness; and propose a faculty development program for computer teachers in Chinese universities. Most respondents are male, aged between 31-45 years, with a Master’s degree as their highest educational attainment, and have work experience generally ranging from 6-9 years. Most respondents believe that Capability and Teaching and Learning are the most useful dimensions for Informatization Teaching Ability. Most respondents consider that in Teaching Satisfaction, Wages and Benefits and School Management are rated the highest. Most respondents think that in Teaching Effectiveness, Teaching Effect and Teaching Methods and Interaction perform significantly better than other categories. Significant relationships exist between informatization teaching competence, satisfaction, and effectiveness. Proposed a program for the development of computer teachers in Chinese colleges and universities. The Government may increase its financial support for educational technology, including capital investment for the purchase of advanced teaching equipment and software. At the same time, special training centers should be established to help teachers improve their IT teaching skills. Teachers may practice the information technology teaching skills they have learned in their daily teaching and regularly reflect on their teaching practices to find ways to improve them. Students may provide feedback to teachers about the effectiveness of informationalized teaching and help them improve their teaching methods. Create an online platform for teachers to share and access teaching and learning resources, including curriculum design, teaching videos and interactive software. This platform can also be used for exchanges and discussions among teachers to enhance the openness and interactivity of teaching. Prospective researchers are encouraged to conduct interdisciplinary studies to explore the relationship between informationalized teaching and student learning outcomes, and how to enhance teachers’ teaching satisfaction and self-efficacy through informationalized means.
Keywords: teaching ability, satisfaction, teaching effectiveness, computer teachers, Chinese student
DOI: https://doi.org/10.5861/ijrse.2024.24755
Cite this article:
Zhu, Y. (2024). Informatization teaching ability, satisfaction, and effectiveness among Chinese computer teachers. International Journal of Research Studies in Education, 13(17), 117-127. https://doi.org/10.5861/ijrse.2024.24755