Art education innovative management, teaching resources integration, and strategies in Chinese primary schools

This study employed descriptive research to determine the relationship among art education innovative management, teaching resource integration and strategies in Chinese primary schools. A total of 475 art teachers were involved in the study. Participants were selected using stratified random sampling, ensuring representation across varying profiles, such as age, education, and length of service. Key findings revealed that majority of the respondents were male, 26-40 years old, master's degree holders and 1-20 years in service, Respondents generally agreed on all the items under innovative management in art education such as teaching content and course design, teaching methods, and student support and development opportunities—emphasized aspects that shaped their overall positive perception of innovative management. In terms of art education teaching resources integration, majority of the respondents agreed on all the indicators. Items like access, quality assessment, effectiveness, and sustainability were seen as crucial to understanding the overall value and perception of these resources. The respondents reflected a positive response on art education teaching strategies. They particularly appreciated the integration of innovative technology, personalized learning, and improved classroom interaction, which contributed to enhanced educational experiences for students. Significant differences were identified on responses regarding art education innovative management, teaching resources integration and strategies based on respondents' profile variables. Also, there exists a highly significant relationship among the three variables. This implies that innovative management practices can significantly influence the effective integration of teaching resources and the implementation of effective teaching strategies. This interconnectedness highlights the importance of a holistic approach to art education in Chinese primary schools. In the end, a professional development program for art teachers in China was proposed. This will not only improve resource integration but also elevate student engagement and learning outcomes.