Instruction Teaching Support System and Teaching Competency in Applied Colleges, China
DOI:
https://doi.org/10.54097/e8rjw968Keywords:
Teaching Support System, Teaching Competency, Teacher Ethics, Teaching Management SystemAbstract
The research investigates the effectiveness of the Instruction Teaching Support System and Teaching Competency in Applied Colleges in China, surveying 303 teachers and 381 students using a quantitative research design. The results demonstrate that the school's initiatives in providing teaching support have successfully met teachers' needs for capacity enhancement and professional development, contributing positively to their daily teaching and career growth. Teachers generally expressed satisfaction with the school's teaching support system, particularly highlighting its positive impact on their teaching practices. The management system in place was seen as stable and well-organized, providing clear development paths and solid institutional backing for overall teaching quality improvement. Additionally, the school's performance incentives, including merit-based pay, title promotions, and welfare benefits, were widely appreciated, effectively motivating teachers and supporting the enhancement of teaching quality across the school. In terms of teaching skills training, teachers acknowledged the school's diversified initiatives aimed at improving their skills. This support has been crucial in helping teachers not only transmit knowledge but also adapt to the evolving demands of modern education, which requires a blend of diverse skills and innovative thinking. The training opportunities provided by the school were recognized as a significant means to equip teachers with the tools needed to face educational challenges. Professional development remains central to improving education quality. The school's comprehensive support system has helped teachers advance in their careers, boosting their sense of achievement and establishing a strong foundation for the overall enhancement of teaching standards at the institution. Students also responded positively to their teachers' competencies, with high ratings reflecting the professionalism and ethical conduct of the educators. Teacher ethics, including care for students, fairness in evaluations, and respect, were seen as key factors in creating a trusting and stimulating learning environment. Students believed that teachers with strong professional ethics could foster a more engaging and motivating educational experience. The students' favorable feedback on teachers' assessment abilities also highlights the latter's comprehensive skills in assigning and grading homework, conducting evaluations, and implementing teaching reforms. These competencies were linked to the robust support system that teachers received from the school, showing that the development of the teaching support system directly influences the enhancement of teachers' teaching competency. In conclusion, the findings suggest that a well-structured teaching support system is instrumental in promoting teachers' professional growth and, in turn, improving their teaching competency.
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