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

School Engagement, Teachers’ Professionalism, and Teaching Performance Skills in One Chinese University

Wu Xixi | Vivian A. Perez

Discipline: Teacher Training

 

Abstract:

This descriptive research design paper examined the profile, school engagement, professionalism, and teaching performance skills of 467 teachers from a target population of 515. The majority of respondents were male, aged 26-35, with a bachelor’s degree, and 1-5 years of teaching experience. Key findings included clear communication and adequate technology resources provided by the administration, with training on technology use being essential. Participation in mentorship programs was highlighted as crucial for school engagement. Professionalism was associated with flexibility, commitment to change, and continual improvement, emphasizing the importance of keeping up with social and political trends, understanding human development, and participating in curriculum development. Reflecting on and adjusting teaching methods based on performance results was vital for teaching performance skills, and aligning teaching assessments with professional development goals was encouraged. No significant differences in school engagement were found across sex, age, educational attainment, or experience, though differences in character, obligations, and working relationships were noted when grouped by sex. Significant connections were found between school engagement, professionalism, and teaching performance skills. Recommendations included balancing gender and age in faculty recruitment, upgrading technology, offering continuous training, and establishing mentorship and professional development programs. Future studies should explore why demographics do not significantly affect school engagement and work to remove barriers to equal participation. By creating structured opportunities for involvement in school activities, teachers’ professional skills may be further developed.



References:

  1. Mastrokoukou, S., Kaliris, A., Donche, V., Chauliac, M., Karagiannopoulou, E., Christodoulides, P., & Longobardi, C. (2022). Rediscovering Teaching in University: A Scoping Review of teacher Effectiveness in Higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.861458
  2. Tan, H. (2022). Summary of the research on teachers’ work engagement in China. International Journal of Education and Humanities, 2(2), 70–73. https://IJEH-2-2-70-73.pdf
  3. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
  4. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
  5. Brooks, A. (2024, January 13). Why is professionalism important? Expert insight for recent graduates. Rasmussen University. https://www.rasmussen.edu/student-experience/college-life/four-reasons-why-you-need-to-be-professional/    
  6. Day, C. W., Simpson, A., Li, Q., Bi, Y., & He, F. (2023). Teacher professionalism: Chinese teachers’ perspectives. Journal of Professional Capital and Community, 8(2), 65–89. https://doi.org/10.1108/jpcc-01-2022-0004
  7. Liao, W., & Wei, Y. (2022). Advancing teacher professionalism in Rural China: An Equality-Oriented Policy approach. In Springer eBooks (pp. 1–20). https://doi.org/10.1007/978-3-030-59533-3_33-1
  8. Aminah, S., Yahya, M., Haris, A., Basmar, E., Mustafa, H., & Yusriadi, Y. (2023). Competence Soft skill in teacher performance through teacher creativity. https://doi.org/10.46254/au01.20220535
  9. Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529. https://doi.org/10.1016/j.ijer.2019.101529 
  10. Xu, L., Guo, J., Zheng, L., & Zhang, Q. (2023). Teacher Well-Being in Chinese Universities: Examining the Relationship between Challenge—Hindrance Stressors, Job Satisfaction, and Teaching Engagement. International Journal of Environmental Research and Public Health/International Journal of Environmental Research and Public Health, 20(2), 1523. https://doi.org/10.3390/ijerph20021523
  11. Aggarwal, C. (2023). Descriptive Research: meaning, design, and examples. Shiksha Online. https://www.shiksha.com/online-courses/articles/descriptive-research-meaning-design-and-examples/
  12. Moore, L. (2022, May 6). Unpacking the 3 descriptive research methods in psychology. Psych Central. https://psychcentral.com/health/types-of-descriptive-research-methods
  13. Cherry, K. (2023, May 4). Correlation studies in psychology research. Verywell Mind. https://www.verywellmind.com/correlational-research-2795774
  14. Mills, J. (2024). Survey Research design, a simple introduction. Super Survey. https://www.supersurvey.com/Research
  15. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  16. Hassan, M. a. A., & Ismail, K. (2020). Teacher professionalism: the reliability of the questionnaire. ResearchGate. https://www.researchgate.net/publication/349179228  
  17. Hilton, A., Hilton, G., Dole, S., & Goos, M. (2015). School Leaders as Participants in Teachers’ Professional Development: The impact on teachers’ and school leaders’ professional growth. Research Online. https://ro.ecu.edu.au/ajte/vol40/iss12/8/
  18. Madalińska-Michalak, J. (2019). School-Based Professional development Programs for beginning teachers. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.575
  19. Zhou, X., Shu, L., Xu, Z., & Padrón, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00422-x
  20. Etzkorn, K. B., & Braddock, A. (2020). Are you my mentor? A study of faculty mentoring relationships in US higher education and the implications for tenure. International Journal of Mentoring and Coaching in Education, 9(3), 221–237. https://doi.org/10.1108/ijmce-08-2019-0083
  21. Sung, W., An, H., & Thomas, C. (2018). What predicts K-12 teachers’ technology integration practices in U.S. public schools?: the relationship between teachers’ beliefs and support. Journal of Online Learning Research, 10(1), 49–74. https://files.eric.ed.gov/fulltext/EJ1427993.pdf
  22. Martinez, J., & McAbee, S. (2020). School Administrator Support of Teachers: A Systematic Review (2000-2019). https://eric.ed.gov/?id=EJ1279817
  23. Kutsyuruba, B. (2021). School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs. International Journal of Education Policy and Leadership, 16(18). https://doi.org/10.22230/ijepl.2020v16n18a1019
  24. Li, Y., Zhang, L. J., & Mohamed, N. (2024). The influence of mentorship and working environments on foreign language teachers’ research motivation in China. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03448-w
  25. Zhang, D., He, J., & Fu, D. (2021). How can we improve teacher’s work engagement? based on Chinese experiences. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.721450
  26. Liu, P., & Xiu, Q. (2019). Teacher professional collaboration in China: practices and issues. Beijing International Review of Education, 1(1), 162–178. https://doi.org/10.1163/25902547-00101012
  27. Turner, C., & Bhat, D. (2022, June 2). Practicing Self-Awareness to Elevate Teacher Efficacy - Center for Responsive Schools. Center for Responsive Schools. https://www.crslearn.org/publication/empowering-educators/practicing-self-awareness-to-elevate-teacher-efficacy/
  28. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ Self-Efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01645
  29. Tufail, S., & Farooq, M. (2021). Effect of teachers’ professionalism on classroom engagement at primary school level. Bulletin of Education and Research. https://files.eric.ed.gov/fulltext/EJ1320632.pdf
  30. Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. https://doi.org/10.54300/122.311
  31. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review, 104(9), 2633–2679. https://doi.org/10.1257/aer.104.9.2633  
  32. Hofkens, T. L., & Pianta, R. C. (2022). Teacher–Student relationships, engagement in school, and student outcomes. In Springer eBooks (pp. 431–449). https://doi.org/10.1007/978-3-031-07853-8_20

Tools


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