Teacher Professional Development Model for Art Universities under Shandong Province

Authors

  • Wei Rubing Leadership in Educational Leadership, Bangkokthonburi Universitiy
  • Chuanchom Chinatungkul Faculty of Education, Bangkokthonburi University
  • Kamolmal Chaisirithanya Faculty of Education, Bangkokthonburi University

Keywords:

Teacher Professional Development Model, Art Universities, Shandong Province

Abstract

The objectives of this research were: (1) to investigate the components and indicators of teacher professional development for art universities under Shandong Province; and (2) to propose the teacher professional development model for art universities under Shandong Province with empirical data.

The research was a mixed methodology research with quantitative research and qualitative research. The research subjects were 2308 full-time teachers from art universities of Shandong Province. A total of 594 samples were selected using proportional stratified random sampling method. The instruments used for data collection were semi-structured interviews and a five-point rating scale questionnaire. The statistical data analysis were descriptive statistics and Confirmatory Factor Analysis.

The research findings revealed that; (1) there were seven components and 21 indicators of the teacher professional development for art universities under Shandong Province, which consisted of national education policy, personal teaching ability, school management capability, social status, social environment, work environment and career prospects; and (2) the teacher professional development model for art universities under Shandong Province was fit with the empirical data. The value of Relative Chi-square (?2/df) = 1.799, Goodness of Fit Index (GFI) = 0.95, Tucker-Lewis Index (TLI) = 0.977, and Root Mean Square Error of Approximation (RMSEA) = 0.037, all in line with specified criteria.

References

Du Yan. (2021). Research on the Impact of Teaching and Research Groups on Teacher Professional Development. Master's Thesis, East China Normal University.

Fissler Christensen. (2005). Teacher Career Cycle: Guidance on Teacher Professional Development. China Light Industry Press.

Gao Zhanchang & Ren Guiting. (2009). The Current Situation and Countermeasures of Scientific Research Ability of Young Teachers in Ordinary Universities. Jour-nal of Inner Mongolia Normal University (Education Science Edition), (01), 153-156.

?

Huang Chunmei. (2019). Research on the Academic Career Development of Female University Teachers in China. Doctoral thesis. Shaanxi Normal University.

Zhang You. (2022). Research on the Development of Preschool Art Education Policies in China since the Reform and Opening up. Chinese Journal of Education, (01),150.

Zheng Yutong. (2017). A Study on the Professional Development Issues, Influencing Factors, and Countermeasures of First time Teachers in Universities: Taking Yunnan Normal University as an Example. Master's thesis. Yunnan Normal University.

Sun Caixia. (2015). The Construction of Teacher's Emotional Geography under Curricu-lum Reform. Doctoral thesis. Southwest University.

Lliu Zhizhong. (2021). Policy Changes for the Development of College Teachers in Chi-na: Themes, Characteristics, and Experiences: Vivo Analysis Based on Policy Texts from 1949 to 2020. Jiangsu Higher Education, (12),56-63.

Qiu Xueqing & Li Zhengyi. (2013). Research on the Professional Development Strategy of University Teachers from the Perspective of Knowledge Management. Higher Engineering Education, (06), 81-85.

Additional Files

Published

2024-06-29

How to Cite

Rubing , W. ., Chinatungkul, C. ., & Chaisirithanya, K. . (2024). Teacher Professional Development Model for Art Universities under Shandong Province. Journal of Paramita, 6(1), 474–493. Retrieved from https://awut.org/ojs/index.php/paramita/article/view/284

Issue

Vol. 6 No. 1 (2024): Journal of Paramita Vol 6 No 1 (January - June 2024)

Section

Research Article 
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