TY - JOUR
TI - Exploring the affiliation between teachers' professional development and students' academic performance in higher education in China
AU - Zhaohui Cai
AU - Anning Anthony Sylvester
JN - Thermal Science
PY - 2020
VL - 24
IS - 11
SP - 301
EP - 311
PT - Article
AB - This research explored the factors that underlie Teachers' Professional  Develop­ment in China's Higher Education and their ramification on Students'  achievement. The study was carried out in the Jiangsu Province of China  where arguably there exist some of the topmost universities in China. Survey  questionnaires were used to solicit views from 288 university teachers from  (Jiangsu University, Jiangsu University of Science and Technology, Nanjing  University and Nanjing Normal University) who participated in the study.  Confirmatory factor analysis and structural equation model were used to  analyze the data. It was found out that these teachers were familiar and  interested in some specific professional development programs namely:  Courses and Workshops, Reading of Professional Literature, Education  Conferences and Seminars, Individual and Collaborative research, Observation  visits to other Universities, Conflict Management, Classroom Management, and  Building Students' Engagement and these positively influenced students'  perfor­mance. It was revealed that what motivated these teachers to embark  on these pro­fessional programs include: need to improve the instructional  method, managerial skills, research abilities, and the interest for personal  development. However, it was found out that some factors militate against  teachers from participating in the professional development programs.