Continuous Professional Teacher Development Model in Yunnan Provincial Universities

Abstract

This study investigates the Continuous Professional Teacher Development (CPTD) model within Yunnan Provincial Universities, addressing the challenges and identifying the factors that promote sustainable teacher development. Through a mixed-methods approach, 588 valid responses from a sample of 638 teachers and administrators were analyzed, complemented by semi-structured interviews. The findings reveal key dimensions impacting CPTD, including instructional leadership, school climate, professional collaboration, teacher autonomy, and administrative support. These dimensions align closely with the unique socio-educational landscape of Yunnan, characterized by ethnic diversity, geographic disparities, and institutional variations.The results highlight that instructional leadership and a positive school climate significantly enhance teacher engagement in professional development. Teachers emphasized the importance of autonomy in designing curricula and assessments, as well as collaboration within professional learning communities. The lack of tailored professional development programs and inadequate administrative support were identified as significant barriers. Recommendations include leveraging digital platforms, promoting inclusive professional learning communities, and aligning institutional goals with professional development initiatives. This research contributes to the existing literature by proposing a localized CPTD model that addresses the unique challenges of Yunnan Provincial Universities. It provides actionable insights for policymakers and educational leaders, emphasizing the role of collaborative practices and leadership in fostering sustainable teacher development.