An Empirical Study on the Influencing Factors of Teaching Ability Gap among Young Teachers in Private Undergraduate Universities in Guangxi
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Abstract
This study investigates the disparities in teaching ability among young teachers at private undergraduate institutions in Guangxi and their influencing factors. Using a stratified sampling method, 326 young teachers from three private universities were selected as subjects, and data were collected through a structured questionnaire comprising 7 competency dimensions and 31 items. Descriptive statistics, reliability and validity tests, normality checks, and paired-sample t-tests were conducted using SPSS 26.0. The results revealed significant differences across all seven teaching ability dimensions (p < 0.001), with the largest gap observed in the ability to adjust teaching strategies based on formative assessment (mean difference = −1.004) and the smallest in student privacy protection competence (mean difference = −0.558). Overall, young teachers demonstrate above-average teaching ability but exhibit notable deficiencies in professional initiative and innovative teaching approaches. This study provides empirical evidence for enhancing teaching ability among young educators, enriches the application of teacher professional development theories in private higher education, and supports policy formulation and educational management optimization.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสาร สักทอง : วารสารมนุษยศาสตร์และสังคมศาสตร์ สถาบันวิจัยและพัฒนา มหาวิทยาลับราชภัฏกำแพงเพชร
ข้อคิดเห็นใดๆ ที่ปรากฎในวารสารเป็นวรรณกรรมของผู้เขียนโดยเฉพาะ ซึ่งมหาวิทยาลัยราชภัฏกำแพงเพชรและบรรณาธิการไม่จำเป็นต้องเห็นด้วย
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