Affiliation:
1. School of Teacher Education, Jiangsu University, Jingkou District, Zhenjiang, Jiangsu Province, China
Abstract
This research explored the factors that underlie Teachers? Professional
Develop?ment in China?s Higher Education and their ramification on Students?
achievement. The study was carried out in the Jiangsu Province of China
where arguably there exist some of the topmost universities in China. Survey
questionnaires were used to solicit views from 288 university teachers from
(Jiangsu University, Jiangsu University of Science and Technology, Nanjing
University and Nanjing Normal University) who participated in the study.
Confirmatory factor analysis and structural equation model were used to
analyze the data. It was found out that these teachers were familiar and
interested in some specific professional development programs namely:
Courses and Workshops, Reading of Professional Literature, Education
Conferences and Seminars, Individual and Collaborative research, Observation
visits to other Universities, Conflict Management, Classroom Management, and
Building Students? Engagement and these positively influenced students?
perfor?mance. It was revealed that what motivated these teachers to embark
on these pro?fessional programs include: need to improve the instructional
method, managerial skills, research abilities, and the interest for personal
development. However, it was found out that some factors militate against
teachers from participating in the professional development programs.
Publisher
National Library of Serbia
Subject
Renewable Energy, Sustainability and the Environment
Cited by
1 articles.
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