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The Impact of Chinese Vocational Teachers' Personality Traits on Their Innovative Teaching Behaviours: A Study Based on the Yangtze River Delta Region, China |
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| รหัสดีโอไอ | |
| Title | The Impact of Chinese Vocational Teachers' Personality Traits on Their Innovative Teaching Behaviours: A Study Based on the Yangtze River Delta Region, China |
| Creator | ZHANG, Miao |
| Contributor | Anyanwu,Clinton Chidiebere, advisor |
| Publisher | Rajamangala University of Technology Krungthep |
| Publication Year | 2568 |
| Keyword | College teachers, Teachers, innovative teaching behavior, Innovative-Driven, innovative development |
| Abstract | In the knowledge economy era, fostering creative education is vital, with teachers' innovative teaching capabilities playing a central role. China has recently undergone major reforms in its teacher appointment system, moving from traditional assignments of normal university graduates to a more competitive selection process through local education authorities or open school recruitment. This aims to ensure the appointment of teachers who can effectively contribute to student development and educational progress. Using stratified cluster sampling, this study surveyed 800 teachers across 246 vocational colleges in China's Yangtze River Delta. It examined the relationship between personal background, personality traits, and innovative teaching behaviors. Independent variables included gender, administrative duties, teaching subjects, school type, experience, and education level. Dependent variables were personality traits—such as agreeableness, conscientiousness, extraversion, openness, and emotional stability—and innovative teaching behaviors, categorized into capability (e.g., dedication, challenge acceptance, problem-solving) and specific performance (before, during, and after teaching). Findings revealed that gender and teaching experience significantly influenced innovative teaching. Male teachers showed greater dedication and passion, while females were more open to new methods. Experienced teachers engaged deeply in teaching but often emphasized grades. Administrative roles were linked to more standardized approaches, whereas nonadministrators emphasized academic performance. Overall, teachers showed moderate innovative teaching behaviors, marked by enthusiasm and openness, but needed improvement in classroom strategies and problem-solving. While grade focus was balanced, broader student development requires attention. Strong post-teaching reflection practices support ongoing improvement. This study offers insights into enhancing innovative teaching under the Innovative-Driven Development Strategy. |
| Language | EN |
| URL Website | http://dspace.rmutk.ac.th/ |
| Website title | คลังความรู้ UTK |
