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FROM OBSTACLES TO SOLUTIONS: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL COMPETENCY DEVELOPMENT AND POLICY SUPPORT IN PRIVATE HIGHER EDUCATION |
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| รหัสดีโอไอ | |
| Creator | Yanitha Rajchakom |
| Title | FROM OBSTACLES TO SOLUTIONS: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL COMPETENCY DEVELOPMENT AND POLICY SUPPORT IN PRIVATE HIGHER EDUCATION |
| Contributor | Donling Pan |
| Publisher | ห้างหุ้นส่วนจำกัด นวัตกรรมการเรียนรู้สร้างสรรค์ |
| Publication Year | 2569 |
| Journal Title | Journal of Research and Innovation for Sustainability (JRIS) |
| Journal Vol. | 3 |
| Journal No. | 2 |
| Page no. | 91-101 |
| Keyword | Instructional Competency, Teacher Development, Private Higher Education, Professional Development |
| URL Website | https://so17.tci-thaijo.org/index.php/JRIS |
| Website title | Journal of Research and Innovation for Sustainability |
| ISSN | 3056-9397 |
| Abstract | This study investigates teachers' perspectives on instructional competency development obstacles and solutions in private higher education, focusing on Guangxi Engineering Vocational College, China. The research objective was to investigate the obstacles and solutions of teachers' perspectives on instructional competency development and policy support in private higher education. Using a mixed-method design, data were collected from 243 full-time teachers via questionnaires with open-ended questions. Stratified random sampling ensured representativeness across faculties, academic ranks, and teaching experiences. The instrument achieved perfect content validity (IOC = 1.00). Content analysis identified recurring themes regarding obstacles, and solutions on instructional competency development and policy support in private higher education.The findings reveal that the most significant obstacle is Technology Integration Abilities (51.4% combined), primarily due to teaching resources and environmental constraints (26.3%). This indicates a critical lack of technological infrastructure, which acts as a barrier to developing Technological Pedagogical Content Knowledge. The second most affected domain is Pedagogical Knowledge (22.8%), followed by Classroom Management Skills (17.3%), and finally Assessment Strategies (4.1%).In terms of solutions, Technology Integration Abilities was also the most frequently identified area of need, cited by 67.1% of teachers. Teachers prioritized optimizing resource allocation to provide institutional guarantee and infrastructure, directly addressing the primary obstacle. Other key solutions include reconstructing pedagogical development goals (46.9%) and alleviating professional burnout (45.3%). The study also validates the role of intrinsic motivation (Self-Determination Theory) in driving teaching excellence despite external challenges. These insights provide crucial guidance for policymakers and administrators in private higher education to strategically invest in tangible resources and teacher well-being, fostering a sustainable environment for instructional growth. |
