Student-Reported Teaching Behavior and Well-Being In Chinese Higher Education Institutions

Abstract  – With the advancement of educational reforms and a growing emphasis on student well-being in Chinese Higher Education, understanding the relationship between student-reported teaching behaviors and well-being has become essential. This study investigated teaching behaviors reported by 382 Physical Education students and their well-being at a Chinese Higher Education Institution to propose an action plan for enhancement.
The study described the respondents’ profiles and assessed teaching behaviors (instructional, socio-emotional, organizational) and well-being factors (positive attitudes, physical complaints, academic self-concept, social problems, worries, enjoyment). Statistical tools such as ANOVA, T-test, and Pearson r were used to analyze the data.
Results showed that students rated instructional behavior highest, followed by socio-emotional behavior, with organizational behavior rated lowest, indicating effective content delivery and emotional support but a need for improvement in organizational aspects. Well-being indicators such as positive attitudes and enjoyment were high, but moderate levels of physical complaints and worries were noted. Significant differences in teaching behaviors and well-being were found based on sex and grade level, with effective instructional and socio-emotional behaviors strongly linked to positive well-being indicators, while poor organizational behavior correlated with increased complaints and worries.
The study concluded that improving organizational aspects of teaching can significantly enhance the well-being of Physical Education students. An action plan was proposed to focus on teacher development and support for students’ socio-emotional needs.

Keywords – Student-reported teaching behavior, well-being, Physical Education students, instructional behavior.

https://doi.org/10.70979/ORPO6729