EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT MODEL FOR UNIVERSITIES IN ANHUI PROVINCE
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Against the backdrop of globalization, technological advancement, and the national innovation-driven development strategy, enhancing the effectiveness of faculty professional development has become a core imperative for upgrading higher education quality in Anhui Province, China. This research aims to 1) Investigate the current effectiveness level of faculty professional development in universities in Anhui Province, 2) Conduct confirmatory factor analysis (CFA) on the structural dimensions of effective faculty professional development in these universities, and 3) Propose an effective professional development model for university faculty in Anhui Province. The sample comprises 600 full-time teachers from 6 representative undergraduate universities in Anhui Province, covering public and private institutions as well as high-level and local applied universities. The research instruments include quantitative questionnaires and semi-structured in-depth interview outlines. Data analysis employs statistical methods such as frequency, percentage, mean, standard deviation, and confirmatory factor analysis, supplemented by content analysis by educational administration experts.
The research results indicate that the overall effectiveness of faculty professional development in Anhui’s universities reaches a moderate to high level. Confirmatory factor analysis and in-depth interview content analysis reveal that the effective professional development model for university faculty in Anhui Province is composed of 8 core factors: 1) Leadership Support,
2) Training Design, 3) Institutional Policies, 4) Assessment and Feedback,
5) Resource Availability, 6) Collaboration and Peer Learning, 7) Motivation and Engagement, 8) Technology Integration. These factors interact dynamically to form an integrated ecosystem that promotes faculty professional growth.
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