Teachers' Attitudes Of In-Service / Professional Development In Modern China: A Study On Education In China

Abstract

Since the Shang Dynasty, China's education system has been renowned. The requirements of society evolved with time, requiring adaptations. Confucianism and Daoism emerged during the Warring States Period. These ideas finally underpinned Chinese educational philosophy and practice. After the Qing Dynasty, education was a priority for everybody. The Chinese government has supported teacher professional development since 1977 to attain universal education. To verify, students were given the online survey during class. Teachers answered the poll 464 times. Question 24 had fewer than 150 responses from instructors. According to additional investigation, the question may have been culturally biassed in implying the respondent desired to become supervisor. Kathleen Flanagan-Hudson's Attitude Towards In-service Scale employed a Likert scale from 1 (Strongly Disagree) to 5 (Strongly Agree). Tukey's test, one- and two-way ANOVA, and Brown and Forsythe's homogeneity of total variance tests were performed on the data. Statistical research showed no gender difference in instructors' opinions. Male teachers graded their performance 3.76 out of 5. A 0.45-SD variant. Female educators rated themselves 4.03 (SD: 0.38). The study found that teachers' professional development perspectives varied greatly by experience. Teachers with greater experience rated themselves higher. Instructors with 6–15 years of experience had 0.55 standard deviations higher averages than those with 5 years or less. Teachers between 16 and 25 had an average standard deviation of 0.22 while those 26 and older had 4.06. The findings indicated that instructors' perspectives on lifelong learning differed substantially by age. Teachers under 30 had a mean self-rating of 3.45 and those over 30 3.78, with standard deviations of 0.56 and 0.47.