The Influence of Professional Development on Faculty’s Competence: Inputs to Faculty Development Plan

Abstract

The purpose of this research was to examine the current level and key determinants of faculty professional development (PD) among university teachers in China and to propose a suitable faculty development plan. Data from 384 faculty members across three universities in Jilin Province were analyzed, revealing high mean scores in professional competence (overall Mean = 3.49, SD = 0.46) and professional development (overall Mean = 3.46, SD = 0.48). Significant results were found for years of experience in relation to sense of responsibility (F = 4.21, p = 0.015) and management position in relation to teaching advocacy (F = 3.55, p = 0.029). A weak positive correlation was found between competence and development (r = 0.325, p < 0.001), and a moderate correlation was observed between work ethic and teaching advocacy (r = 0.412, p < 0.001). The results emphasize that while competence is high, a structured PD plan is necessary to improve areas like responsibility, ethics, and advocacy. The study proposes a plan centered on Personal, Leadership, and Academic Development to foster a culture of lifelong learning and innovation.