School Engagement, Teachers’ Professionalism, and Teaching Performance Skills in One Chinese University

This descriptive research design paper examined the profile, school engagement, professionalism, and teaching performance skills of 467 teachers from a target population of 515. The majority of respondents were male, aged 26-35, with a bachelor’s degree, and 1-5 years of teaching experience. Key findings included clear communication and adequate technology resources provided by the administration, with training on technology use being essential. Participation in mentorship programs was highlighted as crucial for school engagement. Professionalism was associated with flexibility, commitment to change, and continual improvement, emphasizing the importance of keeping up with social and political trends, understanding human development, and participating in curriculum development. Reflecting on and adjusting teaching methods based on performance results was vital for teaching performance skills, and aligning teaching assessments with professional development goals was encouraged. No significant differences in school engagement were found across sex, age, educational attainment, or experience, though differences in character, obligations, and working relationships were noted when grouped by sex. Significant connections were found between school engagement, professionalism, and teaching performance skills. Recommendations included balancing gender and age in faculty recruitment, upgrading technology, offering continuous training, and establishing mentorship and professional development programs. Future studies should explore why demographics do not significantly affect school engagement and work to remove barriers to equal participation. By creating structured opportunities for involvement in school activities, teachers’ professional skills may be further developed.