International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 20 December 2024
Author/s:
Fan, Shuyan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (fanshuyan0906@gmail.com)
Abstract:
This descriptive research design paper described the profile, professionalism, instructional practices, and work engagement of college teachers in China. From a target population of 515, 425 teachers served as sample respondents of the study. Professional teachers show positive behaviors, such as putting students first and establishing friendly and collaborative relationships with school stakeholders. They continue to enhance their practice by keeping up with education trends and conducting self-reflection and analysis. Additionally, effective instructional practices include meeting curriculum standards, clear and effective communication, and clearly formulated evaluation criteria that reflect expected learning outcomes. Teachers who are engaged in their jobs come to work prepared for their daily tasks, enthusiastic about their subjects, show a deep commitment to helping students succeed, and are fully immersed in the teaching process. There is no difference in professional image across sex and age, but differences were found as to educational attainment and years of teaching. No difference in instructional practices were found in terms of age, but responses varied when grouped according to sex, educational attainment, and years of teaching. Lastly, responses to work engagement did not vary statistically, revealing that the responses are the same across profile. Meanwhile, teachers’ instructional approaches are significantly influenced by their professional image. Conversely, no meaningful correlation was discovered between professional image and work engagement or instructional approaches and work engagement. This study recommends that Chinese universities tailor their professional development programs to meet the specific needs of different demographic groups. By analyzing the demographics, universities can gain valuable insights into the requirements and preferences of their faculty members. Teachers may embrace a growth mindset and recognize that teaching is a continuous learning process and be trained in effective lesson planning. The school administration should foster a positive culture by valuing teacher well-being, providing equal opportunities, and recognizing efforts and achievements. Future research on this topic may involve more male respondents, teachers from other age brackets, and individuals with different educational backgrounds. Also, it is recommended that other research design other than the descriptive method can be explored in the future. Lastly, the proposed faculty development program for art design teaching may be implemented to enhance teaching and learning.
Keywords: professional image, instructional practices, work engagement
DOI: https://doi.org/10.5861/ijrse.2024.24769
Cite this article:
Fan, S. (2024). Professionalism, instructional practices, and work engagement among Chinese college teachers. International Journal of Research Studies in Education, 13(19), 87-101. https://doi.org/10.5861/ijrse.2024.24769