CURRENT STATUS ,PROBLEMS AND SUGGESTIONS OF THE TEACHER PROFESSIONAL DEVELOPMENT SUPPORT SYSTEM IN THE SCHOOL OF EDUCATION AND PSYCHOLOGICAL SCIENCES OF SICHUAN UNIVERSITY OF SCIENCE AND ENGINEERING
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This study took the School of Education and Psychological Sciences at Sichuan University of Science and Engineering as a case 1) to investigate the current status, 2) to existing problems of the professional development support system for university teachers and 3) to propose targeted improvement strategies. It aimed to enrich the theoretical discourse on teacher professional development and offer practical references for optimizing support systems and improving teacher management policies in higher education institutions. Grounded in three core dimensions—institutional support, instrumental support, and emotional support—the research employs literature analysis and questionnaire survey methods to examine teachers' satisfaction with the support system provided by the university. The total sample size was 36, and the analysis data by descriptive statistics. The findings indicated that while overall satisfaction with the current system is moderately upward, teachers report relatively low satisfaction in areas such as promotion and rewards, academic development, humanistic care, and psychological support. The average score was 2.694, 2.750, 3.417, 2.917, 2.639, respectively. Based on these issues, the study proposed the following suggestions: 1) enhancing emotional support to improve teachers’ professional well-being; 2) improving institutional mechanisms to clarify career development paths and evaluation standards; 3) and strengthening instrumental support to promote teachers’ academic and professional growth.
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