Enhancing College Teachers’ Teaching Skills and Practical Pathways in China

Abstract This study looks at the key factors that influence the growth of college teachers in Chinese universities, focussing on four main areas: support from the institution, use of technology, on-going assessment and feedback, and incentives from policies. Data were gathered from 230 faculty members at public, private, and vocational universities utilising a quantitative research design and a structured 30-item questionnaire. The research utilised descriptive statistics, correlation analysis, and multiple regression to investigate the relationships between the identified variables and faculty professional development. The results showed that faculty development had the highest average score (M = 4.15), followed closely by institutional support (M = 4.12) and assessment and feedback mechanisms (M = 3.95), which means they were seen as very important. Correlation analysis showed strong positive relationships between faculty development and all other factors (p < 0.01), with institutional support (r = 0.74) and assessment and feedback (r = 0.73) having the strongest links. The multiple regression analysis showed that institutional support is the strongest factor influencing faculty development, followed by assessment mechanisms, technology integration, and policy incentives, together explaining 68% of the differences in faculty development. These findings emphasise the need for comprehensive strategies in institutions that combine educational resources, technology, regular assessments, and motivation to support lasting teaching quality in China's changing higher education landscape.