Research On Pathways To Enhance Teaching Competence Of Young Teachers In Undergraduate Universities In Guangxi

With the rapid advancement of higher education in our nation,China has entered a phase of widespread development in higher education.Nevertheless,the progression of our country’s higher education is hindered by challenges such as a decline in instructional quality and an unequal distribution of premium educational resources.The quality of instruction serves as the vital lifeline for educational institutions,bearing not only significant implications for their survival and growth but also determining their societal worth.Young educators stand as the cornerstone of the development of higher education,and the caliber of their pedagogical aptitude profoundly impacts the long-term progression of the higher education sector and the cultivation of talents.This paper is based on the theoretical framework of teacher professional development stages and Maslow’s hierarchy of needs.It focuses on young teachers from six prestigious undergraduate institutions located in Nanning City.The research employs an adapted version of Professor Xu Jihong’s "Survey on the Current Status of Teaching Competence Development of College Teachers" alongside a custom-designed questionnaire as the measurement tools.By utilizing survey and interview methods,this study investigates the current state of teaching competence among young teachers in undergraduate institutions in Guangxi,exploring the variations in demographic variables,the challenges related to teaching competence,the impact and extent of influencing factors on the teaching competence of young teachers.Lastly,drawing upon data analysis and interview content,and in conjunction with the theoretical foundation,it proposes pathways for enhancing teaching knowledge,teaching skills,teaching attitudes,and teacher qualities.Through data analysis,it is evident that the overall teaching competence of young teachers is at a moderate level.Differential analysis reveals significant variations in the teaching competence of young teachers based on factors such as age,years of experience in higher education,academic qualifications,professional titles,teaching training,and involvement in teaching research projects.However,no significant differences are observed based on gender and disciplinary categories.Incorporating the interview method,it is discovered that young teachers face challenges related to an inadequate structure of teaching knowledge,a need for improvement in teaching skills,unsatisfactory teaching attitudes,and room for enhancement in teacher qualities.Through multiple linear regression analysis,it is found that social security,school teacher management,teacher development programs,and teachers’ willingness to engage in continuous learning have a significant positive impact on the teaching competence of young teachers.Based on the research findings and interview content,recommendations are proposed to enhance teaching competence at different levels: "Enhancing the structure of teaching knowledge and strengthening the foundation for teaching improvement" for the level of teaching knowledge;"Understanding the training needs of young teachers and refining the training system" for the level of teaching skills;"Improving the welfare benefits for young teachers and alleviating their financial burdens" for the level of teaching attitudes;and "Building harmonious teacher-student relationships and enhancing the affability of young teachers" for the level of teacher qualities as pathways to enhance teaching competence.