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A Priority Needs Assessment of Foreign Language Teachers' Teaching Competency in a Chinese Private University

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Bibliographic Details
Title: A Priority Needs Assessment of Foreign Language Teachers' Teaching Competency in a Chinese Private University
Language: English
Authors: Nabing Mao, Chuming Ren, Supalucsana Lomlai
Source: African Educational Research Journal. 2026 14(1):291-304.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Needs Assessment, Second Language Instruction, Language Teachers, Teacher Competencies, Private Colleges, Universities, Faculty Development, Teacher Evaluation, Self Evaluation (Individuals), Student Evaluation of Teacher Performance, Intervention
Geographic Terms: China
ISSN: 2354-2160
Abstract: This study diagnoses the priority development needs of foreign language teachers in a Chinese private university using a dual-evidence framework integrating Modified Priority Needs Index (PNI) analysis and teacher--student perceptual comparison. A total of 179 teachers and 404 students participated in a survey assessing three competency dimensions: educational beliefs (EB), instructional skills (IS), and digital pedagogical competencies (DPC). Results indicate significant gaps between current and desired competency levels across all dimensions, with DPC demonstrating the highest priority need (PNI=0.360). Specifically, smart interactive assessment (PNI=0.413) and digital learner profiling (PNI=0.407) emerged as the most urgent areas for development. Independent-samples t-tests reveal that student evaluations are generally higher than teacher self-assessments in EB and DPC, suggesting a pattern of teacher-driven developmental motivation rather than external performance pressure. The integrated analysis identifies four critical competency units that warrant priority intervention, particularly in digitally mediated instruction. By combining needs intensity ranking with perceptual triangulation, this study advances a data-informed approach to faculty development planning in resource-constrained institutional contexts. The findings suggest a tendency toward internally oriented professional development standards.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502615
Database: ERIC
Description
Abstract:This study diagnoses the priority development needs of foreign language teachers in a Chinese private university using a dual-evidence framework integrating Modified Priority Needs Index (PNI) analysis and teacher--student perceptual comparison. A total of 179 teachers and 404 students participated in a survey assessing three competency dimensions: educational beliefs (EB), instructional skills (IS), and digital pedagogical competencies (DPC). Results indicate significant gaps between current and desired competency levels across all dimensions, with DPC demonstrating the highest priority need (PNI=0.360). Specifically, smart interactive assessment (PNI=0.413) and digital learner profiling (PNI=0.407) emerged as the most urgent areas for development. Independent-samples t-tests reveal that student evaluations are generally higher than teacher self-assessments in EB and DPC, suggesting a pattern of teacher-driven developmental motivation rather than external performance pressure. The integrated analysis identifies four critical competency units that warrant priority intervention, particularly in digitally mediated instruction. By combining needs intensity ranking with perceptual triangulation, this study advances a data-informed approach to faculty development planning in resource-constrained institutional contexts. The findings suggest a tendency toward internally oriented professional development standards.
ISSN:2354-2160