Coaching Culture, Teaching Performance, and Professional Development in Chinese Universities

This study examined the coaching culture, teaching performance, and professional development of 470 university teachers in Yunnan Province, China. This quantitative descriptive research assessed their faculty experiences and institutional practices in higher education to determine the impact on teaching effectiveness. Findings indicated that coaching culture is highly valued among faculty members, with leadership, customer focus, and 360-degree coaching receiving the highest recognition. Teaching performance was evaluated based on accuracy, quality, and outcomes, with quality receiving the highest rating, underscoring the importance of delivering high-quality instructional content. In terms of professional development, faculty members prioritized continuous improvement, knowledge and skills enhancement, and teaching efficiency, reflecting their commitment to refining pedagogical approaches and maintaining subject-matter expertise. Moreover, higher teaching performance was closely associated with greater professional development. Analysis also revealed that demographic factors such as age, years of service, and highest educational attainment had minimal influence on coaching culture and teaching effectiveness. This suggests that practical teaching experience and ongoing professional development play a more significant role in shaping faculty competencies than demographic characteristics. These findings highlight the critical role of a strong coaching culture in enhancing faculty capabilities and overall educational effectiveness. Universities in Yunnan Province can strengthen their academic frameworks by implementing targeted faculty training programs, integrating coaching principles into teaching methodologies, and addressing gender disparities in leadership development. By fostering a culture of continuous learning and institutional support, universities can enhance faculty performance, improve student learning experiences, and contribute to higher academic standards and institutional excellence.