ABSTRACT

This study aimed to assess the teaching quality and personal attributes of Physical Education (PE) teachers at Guangzhou Sports University. A mixed-method approach was employed, involving 121 PE teachers. The research examined the teachers’ profiles, levels of teaching quality and personal attributes, and their interrelationships. Findings revealed high levels of teaching quality and personal attributes among the participants, with strengths in classroom management, student engagement, and ethical behavior. Significant differences in teaching quality and personal attributes were found when grouped by age, educational attainment, and academic rank, but not by gender. Positive correlations were identified between various dimensions of teaching quality and personal attributes, such as enthusiasm, ethical behavior, and passion. Challenges encountered by PE teachers included adapting teaching methods to diverse student needs, integrating modern technology, and maintaining student engagement. The study concluded that while PE teachers demonstrate high proficiency, there is room for improvement in instructional strategies and leadership skills. A comprehensive action plan was proposed to enhance teaching quality and personal attributes, emphasizing targeted professional development and the creation of collaborative learning environments.

Keywords: Higher Education, Personal Attributes, Physical Education Teachers, Professional Development, Teaching Quality
https://doi.org/10.57180/rror5270