Teachers' Technological Proficiency and Teaching Performance: A Basis for Faculty Development Program

This study investigates the relationship between technological proficiency and instructional effectiveness among faculty at Guangdong University of Finance in Guangzhou, China. Drawing on survey data from 150 participants (100 instructors and 50 students), the findings indicate that technological competence significantly enhances teaching quality. Nevertheless, deficiencies were identified in specific domains, particularly operating system security maintenance and remote teaching demonstrations. Perceptual discrepancies were also observed. Students rated instructors’ office suite proficiency higher than instructors’ self-evaluations, yet reported comparatively lower satisfaction with instructional delivery and classroom interaction. With an average teaching performance score of 85 out of 100, correlation analysis further confirmed a strong positive association between computer skills and teaching evaluation outcomes. Based on these results, the study recommends that higher education institutions establish a systematic faculty development framework emphasizing three interrelated dimensions: strengthening technical expertise, advancing pedagogical innovation, and fostering inclusive teaching practices. Such an integrated approach can support sustainable professional growth and enhance overall instructional effectiveness in digitally mediated learning environments.