TEACHERS’ QUALITIES MODEL FOR ART HIGHER EDUCATION IN YUNNAN PROVINCE

บทคัดย่อ

This research article aims to: 1) To study the levels of teachers’ qualities for art higher education in Yunnan Province; 2) To study the exploratory factor analysis of teachers’ qualities for art higher education in Yunnan Province; 3) To propose the teachers’ qualities model for art higher education in Yunnan Province.The study conducted a mixed-methods empirical research study collecting quantitative data from 480 in-service art higher education teachers​ through stratified random sampling, supplemented by qualitative insights from 9 expert interviews; ​analyzed the data using advanced statistical techniques​ including descriptive statistics, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), with qualitative data processed through thematic analysis.

    The research results found that:1) faculty members exhibit high overall quality levels (M = 3.99, SD = 0.870), with teaching ability emerging as the strongest predictor among internal competencies—reflecting well-established pedagogical and professional foundations across Yunnan’s art higher education institutions; 2) exploratory factor analysis (EFA) yielded a robust eight-factor solution accounting for 71.763% of total variance, structured along two coherent dimensions—internal competencies (teaching ability, research ability, reflective practice, and professional identity) and external enablers (policy support, institutional support, technological support, and societal support)—with teaching ability contributing the largest share of explained variance (43.550%); and 3) the empirically validated dual-dimensional model demonstrates excellent fit to the data (χ²/df = 1.615, CFI = 0.951, RMSEA = 0.036), confirming that sustainable faculty quality development depends on the dynamic interplay between individual capabilities and systemic support conditions—offering a contextually responsive framework for faculty development in multi-ethnic higher education settings. The study advances both theoretical understanding and practical application by informing the design of equitable, discipline-informed faculty evaluation systems and institutional policies that uphold both artistic integrity and academic rigor in art higher education.