Qiu Pengcheng
ABSTRACT
This study aimed to determine the teaching quality and self-efficacy of teachers in undergraduate private colleges and universities in Jilin, China with the hope of proposing a plan of action to enhance quality teaching. Using a mixed research approach, it sought to look into the participants’ level of teaching quality, level of self-efficacy, and the problems and challenges they encountered related to their teaching quality and self-efficacy. Moreover, it also determined the relationship between the teachers’ level of teaching quality and their level of self-efficacy. The participants of this study were teachers from five (5) undergraduate private colleges and universities in Jilin, China. Results show that teachers have a high level of teaching quality in instructional planning, instructional delivery, and classroom management. Furthermore, they have very high levels of self-efficacy in instruction, adapting instruction to individual needs, cooperating with colleagues and parents, motivating students, maintaining discipline, and coping with change and challenges. Furthermore, results also reveal that the teachers’ level of teaching quality and level of self-efficacy are positively correlated indicating that teachers who demonstrate high levels of teaching quality in areas such as instructional planning, delivery, and classroom management are also likely to have a strong sense of self-efficacy in various aspects of teaching, including adapting education to individual students’ needs, motivating students, maintaining discipline, collaborating with colleagues and parents, and managing changes and challenges. This study provides valuable insights into the current state of teaching quality and self-efficacy among teachers in undergraduate private colleges and universities in Jilin, China. By identifying key factors influencing teaching effectiveness and teachers’ confidence in their abilities, the study offers a foundation for proposing a targeted plan of action to enhance quality teaching.
Keywords: Classroom management, instructional planning, instructional delivery, self-efficacy, teaching quality