Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 2 Part 5 (2024)

Career Planning, Professional Identity, and Development among Faculty Members in Chinese Western Universities

Jing Zhang

Discipline: Teacher Training

 

Abstract:

This study aimed to explore the relationship career planning, professional identity and professional development among Chinese Western universities faculty members. The study used the descriptive research method and collected data from 445 teachers from three univseristies in Western China. through questionnaires. Remarkably, the study found that faculty members shows positive attitude under career planning, professional identity and professional development. A highly significant relationship was observed among the three variables. The faculy who are engaged in strategic career planning developed a stronger professional identity, which enhanced their commitment to professional development activities. An enhanced faculty development program was proposed, including targeted training initiatives, mentorship opportunities and career advancement support. By addressing the specific needs of the faculty members in this region these recommendations aim to improve the quality of higher education



References:

  1. Cheng, Z. X. (2020). Reflections on career planning for teachers in vocational colleges-based on Maslow’s humanistic theory. The Think Tank Era, 7, 55-56.
  2. Ma, R. J., Zhu, L. C., & Peng, S. (2021). Survey on career planning of teachers in higher vocational colleges. Health Vocational Education, 8, 107-109.
  3. Niu, Y. Y. (2020). Research on the teaching ability of new young teachers in universities. Journal of Yuncheng University, 2, 87-92. doi: 10.15967/j.cnki.cn14-1316/g4.2020.02.019.
  4. Cao, M. J. (2022). A study on the motivation of young teachers’ professional development in colleges and universities in China. Beijing Education (Higher Education), 4, 38-43.
  5. Ayinselya, R. A. (2020). Teachers’ sense of professional identity in Ghana: Listening to selected teachers in rural Northern Ghana. Practice, 2(2), 110–127. https://doi.org/10.1080/25783858.2020.1831736
  6. Ma, J. H. (2020). Research on the evaluation system of professional development of teachers in western universities under the background of “double first class” construction. Journal of Ningxia University (Humanities and Social Sciences Edition), 6, 173-179.
  7. Zhang, M. C., & Li, Y. (2024). Development of university teachers in the era of digital intelligence in education. Journal of Shandong Normal University (Social Sciences Edition), 2, 69-78. doi: 10.16456/j.cnki.1001-5973.2024.02.0.
  8. Cao, M. J. (2022). A study on the motivation of young teachers’ professional development in colleges and universities in China. Beijing Education (Higher Education), 4, 38-43.
  9. Wang, J. T. (2021). School-based training for professional development of university teachers-taking G University as an example. Journal of Taiyuan City Vocational and Technical College, 12, 86-88. doi: 10.16227/j.cnki.tycs.2021.0742.
  10. Zhang, L., & Ye, P. Z. (2021). The structure and characteristics of professional identity of preschool education teachers in Guangdong province. Exploration of Higher Education, 12, 110-115, 122.
  11. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  12. Salkind, N. J. (2020). Exploring research (8th ed.). Pearson.
  13. Li, H. F. (2014). Teacher Career Planning and Design. Chongqing University Press.
  14. Pan, J. (2010). Exploration of career planning structure for university teachers. Journal of Nanjing University of Technology (Social Sciences Edition), 4, 89-92.
  15. Li, X. Y., & Yan, H. B. (2018). Model construction and scale development of teacher professional identity. Teacher Education Research, 30 (2), 72-81. doi: 10.13445/j.cnki.t.e.r.2018.02.011.
  16. Yan, Y. M., Chen, H. Q., & Duan, Q. (2019). Research on the structure and characteristics of professional identity of college teachers. Journal of Yangzhou University (Higher Education Research Edition), 3, 43- 48. doi: 10.19411/j.cnki.1007-8606.2019.03.007.
  17. Xie, H. X., & Wen, P. (2022). Research on Enhancing the Professional Development Ability of Young Teachers in Higher Education Institutions. Wuhan University Press.
  18. Lu, D. K. (2021). Teacher professional development. Nanjing University Press.
  19. Wu, Z. Z. (2021). Research on career planning and development of young teachers in vocational colleges. East China Paper Industry, 4, 91-94.
  20. Li, X. S., & Li, A. M. (2022). The development dilemma of young teachers in “double first class” universities and its solutions based on field theory. Journal of Suzhou University (Education Science Edition), 3, 62-70. doi:10.19563/j.cnki.sdjk.2022.03.005
  21. Song, C. Z. (2021). Issues and pathways in teacher career development planning. Teaching and Management, 4, 18-20.
  22. Huang, M., &Wu, Y. Y. (2023). Research on career development obstacles for female teachers in American universities: Based on the perspective of stress process theory. Journal of Guangdong Light Industry Vocational and Technical College, 5, 43-49. doi:10.13285/j.cnki.gdqgxb.2023.0070
  23. Deng, J. Y., & Liu, L. Z. (2020). Exploring the path for young teachers in universities to enhance their professional identity level. The Science Education Article Collects, 17, 15-17. doi:10.16871/j.cnki.kjwhb.2020.06.007
  24. Gao, J. Y. (2023). Realistic dilemmas and solutions for the career development of ideological and political course teachers in universities. Journal of Nanhua University (Social Sciences Edition), 5, 37- 42. doi:10.13967/j.cnki.nhxb.2023.0067.
  25. Yang, S. S., & Liu, N. X. (2023). The driving mechanism and optimization path for the professional development of young teachers in Guangxi universities. Journal of Nanning Vocational and Technical College, 5, 35-43.
  26. Lin, H., & Zhou, J. (2023). Research on professional development strategies for young teachers in ordinary universities under the background of first class undergraduate education. Teachers, 32, 93-95.
  27. Zheng, J., & Shen, L. L. (2023). Research on the professional development of teachers in the new era with teacher ethics and style as the core. Science and Education Literature, 22, 15-17. doi:10.16871/j.cnki.kjwh.2023.22.004.
  28. Pan, L., & Gao, W. (2020). Research on professional identity of young college teachers. Era Report, 10, 158-159.
  29. Zhang, C. E. (2022). Development status and career planning strategies of young teachers in universities. Zhengzhou Normal Education, 6, 16-19.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic