Supervision and Management of Teaching Quality of College Teachers in H University

Wenyan Li; Ramir S. Austria

doi:10.54097/ehss.v21i.14010

Authors

Wenyan Li
Ramir S. Austria

DOI:

https://doi.org/10.54097/ehss.v21i.14010

Keywords:

Supervision and management; teaching quality; college teachers; best practices.

Abstract

Amid the dynamic landscape of higher education, this study investigates the supervision and management of teaching quality at H University through qualitative interviews and thematic analysis. The research identifies four best practices: well-designed classroom content, student leadership in learning activities, guidance for students' quality education, and cultivation of teachers. These resonate with existing literature, highlighting comprehensive approaches to enhancing teaching quality. Concurrently, the study uncovers three significant challenges: resistance to change, inadequate teaching quality evaluation systems, and insufficient incentives for teachers. These challenges align with prior research, underlining critical areas that hinder effective teaching quality management. To address these issues, the study offers tailored recommendations for H University, including the implementation of targeted professional development, robust evaluation mechanisms, meaningful incentives, student-centered strategies, mentorship programs, technology integration, and adept change management. By acting upon these suggestions, the institution can foster a culture of teaching excellence, enriching the educational experiences of both educators and students.

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