https://hdl.handle.net/20.500.12852/101 2026-11-14T21:47:07Z https://hdl.handle.net/20.500.12852/3982 Teambuilding as a catalyst for enhanced teaching quality: Perspectives from teachers' lived experiences Heng, Xu Amid the broader context of China’s ongoing education system reform, this study investigates the influence of team-building mechanisms on the improvement of teachers’ teaching quality. Focusing on the lived experiences of eight faculty members from three private universities in Jiangxi Province, the research adopts a qualitative, phenomenological approach rooted in social constructivist and interpretivist paradigms. The study explores how team-building activities—such as collaborative lesson planning, peer teaching observations, and faculty seminars—promote professional collaboration, emotional support, and the sharing of pedagogical knowledge among educators. These elements are examined as key contributors to the enhancement of teaching effectiveness and the overall learning environment. Findings reveal that team-building efforts significantly impact teachers’ professional growth by reinforcing leadership and shared responsibility, cultivating a sense of emotional connection within the organizational culture, and encouraging interdisciplinary collaboration. Participants reported gaining confidence, acquiring innovative teaching strategies, and developing greater motivation to experiment with new instructional approaches. Moreover, team building was found to foster a more engaging classroom dynamic, leading to increased student participation and enthusiasm for learning. Based on these insights, the study offers practical recommendations for educational administrators and policymakers. These include the design of intentional and goal-driven team-building activities, the establishment of sustained support and feedback mechanisms, and the empowerment of teachers to initiate collaborative programs. The findings underscore the critical role of institutional support in fostering a culture of continuous professional development, offering valuable implications for enhancing teaching quality not only in China but also in other global educational contexts. Abstract only 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3970 Development of contextualized module in teaching Introduksyon sa Pagsasalin Do-oma, Liza V. The study, Development of Contextualized Module in Teaching <i>Introduksyon sa Pagsasalin,</i> employed a developmental research design anchored on the Input-Process Output (IPO) framework. It aimed to develop a contextualized instructional module to address specific learning needs in the course <i>Introduksyon sa Pagsasalin.</i> In the input phase, the existing syllabus of the course was analyzed, and the least mastered competencies of the students were identified. The syllabus was subjected to peer evaluation, and findings revealed that it was generally well-constructed, with clear and measurable learning outcomes, particularly in basic concepts and knowledge in Filipino translation. However, the time frame allocated for other topics was insufficient. Additionally, a 50-item multiple-choice test was administered to 43 students enrolled in Filipino 3216 from selected private and public universities. The results showed that students’ least mastered competencies were primarily in linguistics. These inputs served as the foundation for the process phase, which involved the design, development, and validation of a contextualized module. The module was assessed using an adapted evaluation tool. The findings showed that the modules had very high efficacy in terms of physical aspects, objectives, learning activities, and assessment. The contextualized modules were evaluated as well-structured, comprehensive, and were aligned with students’ learning needs. Abstract only 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3908 Exploring strategies, challenges, and development prospects of labor education in a Chinese University: A qualitative inquiry for curricular enhancement Fang, Wei This qualitative study explored labor education in a Chinese university, focusing on implementation strategies, challenges, development prospects, and curricular enhancement. Adopting a case study approach, semi- structured interviews were conducted with 9 participants, including administrators, teachers, sophomores, and alumni. The findings indicated that current strategies encompass compulsory courses with theoretical and practical components, extracurricular activities like "Labor Week," and diversified evaluation systems combining process and summative assessments. However, prominent challenges existed: homogenized curricula lacking discipline-specific design, a disconnect between theory and practice, insufficient professional faculty, inadequate facilities (especially for liberal arts students), and fragmented administrative support. Addressing these requires differentiated curriculum design, integration of theory with practice, faculty training, facility upgrade, and strengthened collaboration among departments, enterprises, and alumni. Enhancing labor education is crucial in fostering students’ labor skills and professional ethics, with prospects in digital applications, interdisciplinary integration, and policy-driven development. This study provided empirical insights for optimizing labor education curricula and promoting its high-quality implementation. Abstract only 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3728 Personality type, moral conviction, achievement motivation, and academic performance among college students: Inputs to a student welfare program Ren, Huanyi Academic performance of college students is an important topic of general interest to students and teachers because it reflects students' learning effectiveness and achievement, and it is also a key indicator for assessing the quality of teaching and learning. This study focused on the effects of personality traits, moral beliefs, and achievement motivation on academic performance, and few other studies have integrated these aspects. The theoretical framework of this study integrated the “Big Five” personality theory, achievement motivation theory and self-regulated learning theory, and adopts a quantitative research methodology to seek the relationship between college students' personal profile, personality traits, moral beliefs, achievement motivation and academic performance. The subjects of the study were randomly selected first-year college students from a tourism university in a Chinese province. Three questionnaires were used as data collection instruments: the Big Five Inventory (BFI), Achievement Motivation Scale (AMS), and Moral Conviction of College Students Scale. It was found that, according to the gender classification, college students' There are significant differences in the degree of achievement motivation and academic performance, and there are positive and significant relationships between moral beliefs and achievement motivation and between achievement motivation and academic performance. Ultimately, the results of the study can provide suggestions and data to improve welfare programs for college students. Abstract only 2025-05-01T00:00:00Z