PERSPECTIVES OF EDUCATORS ON IN-SERVICE PROFESSIONAL DEVELOPMENT IN CONTEMPORARY CHINA: AN ANALYSIS OF CHINESE EDUCATION.

Abstract

An essential component of modern China's educational reform is in-service professional development (PD), which aims to raise the bar for teaching, promote professional growth, and adjust to a dynamic and unpredictable educational setting. This study explores the perspectives of educators on PD preparation, implementation, and effectiveness, with a particular emphasis on the role that a personal motivation plays. The data was collected from 689 relevant teachers across various regions and types of institutions in China using a stratified sample method. A systematic questionnaire including demographic details and Likert-scale enquiries was used to evaluate teachers' views on the practicality, accessibility, and impact of PD. During the research, descriptive statistical procedures, factor analysis, and ANOVA were used to look for trends and differences among each category. Teachers greatly favour PD opportunities that are engaging, practical, and closely tied with instructional realism. Multiple individuals expressed a preference for personal motivation, continuous support, and direction over individual courses. Individual motivation served as one of the main points that were raised. Teachers reported increased self-assurance, decreased anxiety, and a willingness to try novel ideas after engaging in activities such as business connections, group meditation, and individual inspiration. This study suggests that for PD to be considered effective, it must be motivational, centred on teachers, and have an enduring impact. Potential PD initiatives in China should prioritise becoming up-to-date, adaptable, and institutionally encouraged while making use of internet resources to expand accessibility. When academics focus on such subjects, they may equip teachers to adapt to new ways of teaching and make a difference in their students' education.