He Wanling, Rosalinda Tanguilan
ABSTRACT
This study aimed to determine the correlation between teachers’ teaching quality and the achievement of students’ learning outcomes in the Childcare Services and Management program at Jiangmen Preschool Education College. A mixed-methods approach using a descriptive-correlational design and thematic analysis was employed. Data were collected through an online survey administered to 240 students enrolled in the Childcare Services and Management curriculum and 30 teachers at Jiangmen Preschool Education College, China. Descriptive analysis revealed that the teachers’ level of teaching quality was moderate, while students’ learning outcomes were achieved to a great extent. Inferential tests indicated significant differences between the two groups’ assessments of teaching quality in terms of instructional planning, instructional delivery, and classroom management. Furthermore, significant positive correlations were found between instructional delivery and the achievement of students’ learning outcomes in project work, as well as between classroom management and project outcomes. Similarly, instructional delivery and classroom management were significantly correlated with students’ performance in the final examination. The participants also identified several challenges in the teaching and learning process, including deficient monitoring and evaluation frameworks, suboptimal interdepartmental coordination, inadequate teaching guidance, limited classroom management competence, reliance on uniform teaching approaches, limited teaching experience, insufficient teaching facilities, and weak strategic planning. Overall, the findings informed the development of a proposed action plan to enhance teachers’ teaching quality and improve students’ learning outcomes.
Keywords: Classroom management, instructional delivery, learning outcomes, smart classroom, teaching quality
https://doi.org/10.57180/euau9016