Educational Beliefs, Core Values, And Professional Ability Among Chinese University Teachers

Abstract –

This study takes Chinese university teachers as the survey object, considering gender, age, years of service, education and other factors, to explore the relationship between their educational beliefs, core values and professional competence. The survey results show that teachers generally hold strong educational beliefs, in particular the value placed on student-centred learning and whole-person education, including academic achievement and all-round development. Core values such as fairness, integrity and rigor are given priority in teaching. However, the emphasis on intercultural communication skills and continuing professional development is significantly inadequate. Female teachers scored significantly higher than male teachers on educational beliefs, core values, and professional competence, suggesting the need for tailored strategies to address these differences. The study highlights a significant positive correlation between educational beliefs, core values, and professional competencies, suggesting that strengthening these areas can lead to an overall improvement in educational quality and inform higher education policy in China.

Keywords – Educational beliefs, Core values, Professional ability