Investigation on the Promotion of Professional Development Ability Among Psychology Teachers in Rural Primary Schools in Guangxi Province
Bibliographic record
Abstract
The purposes of this study were 1) to examine the components and indicators for promoting the professional development abilities of psychology teachers in rural primary schools within Guangxi Province; 2) to investigate the current state, the desirable state, and the necessity for promoting professional development abilities among psychology teachers in rural primary schools within Guangxi Province; and 3) to explore guidelines for the development of professional development abilities among psychology teachers in rural primary schools within Guangxi Province. The study utilized a multi-stage sampling method to select a sample group of 169 participants. The study was divided into 3 steps: Step 1 involved a study of the components and indicators, evaluated by 9 qualified individuals. Step 2 entailed an examination of the current and desirable state, and Step 3 focused on studying guidelines for developing the technological leadership qualities of teachers, with data provided by 8 participants. The research instruments used for data collection included questionnaires, semi-structured interviews, and assessments. The statistical methods used for data analysis include mean, standard deviation, and the analysis of necessary requirements (PNImodified). The research findings exhibited that 1. the components and indicators of the technological leadership qualities of teachers in educational management comprised 4 components with 40 indicators, namely: 1) Professional knowledge with 4 indicators, 2) Professional ability with 4 indicators, 3) Professional affection with 4 indicators, and 4) Professional autonomy with 2 indicators. These are highly appropriate, accurate, and feasible overall and individually, to the highest extent. 2. The necessary requirements for the professional development of psychology teachers indicated the necessity for development in every component, considering the development needs as follows: 1) Professional knowledge, 2) Professional ability, 3) Professional affection, and 4) Professional autonomy, respectively. 3. Guidelines for the ability development of psychology teachers in rural primary schools in Guangxi Province revealed a total of 14 development guidelines. Overall, the assessment of these guidelines for the ability development of psychology teachers in rural primary schools indicated a high level of suitability and feasibility, with the highest level of feasibility.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".