Physical Environment, Professional Development and Teaching Quality in Chinese Universities

This study investigated the physical environment, professional development, and teaching quality in Chinese universities to propose a program for enhancing teacher education. A descriptive research design was employed, surveying 460 teachers selected from three universities (sample size determined using Raosoft). Respondents’ profiles (sex, age, education, service length) were documented. Physical environment was assessed based on adequacy, arrangement, sense of control, and symbolic features. Professional development evaluated thematic knowledge, educational technology, research base, educational design, and human resource development. Teaching quality was measured in terms of competence, content, and method. Findings revealed a majority of male respondents, aged 26-30, with master’s degrees and less than five years of service. Arrangement was considered significant in the physical environment, and Educational Designing was deemed crucial for professional development. Competence was the dominant aspect of teaching quality. A significant difference in symbolic characteristics was found when grouped by age. Furthermore, there was an important relationship identified among physical environment, professional development, and teaching quality.