School Culture, Teaching Ability and Quality Among Chinese University Professors in China

This study examined the interrelationship between school culture, teaching ability, and teaching quality, addressing the critical need for enhancing educational outcomes in contemporary classrooms. Despite existing research, a significant gap remained in understanding how specific aspects of school culture influence teaching practices and learner performance. The primary objectives included profiling respondents, identifying key elements of school culture, assessing teaching ability, and evaluating teaching quality within educational institutions. Utilizing a quantitative research approach, the study involved 455 educators selected through stratified random sampling, ensuring diverse representation across various demographics. The findings revealed that a positive school culture was significantly linked to improved teaching ability and quality, with teachers exhibiting enhanced performance in supportive environments. Notably, the research highlights that professional commitment and shared leadership contributed substantially to teaching effectiveness. This study contributes to the growing body of knowledge by demonstrating that fostering a collaborative and supportive school culture directly impacts teaching practices and learner achievements. As a key recommendation, it was suggested that school administrators implement regular professional development workshops that emphasized collaborative teaching strategies to cultivate a thriving educational environment.