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https://rsuir-library.rsu.ac.th/handle/123456789/3451Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Anchalee Chayanuvat | - |
| dc.contributor.author | Jun Wang | - |
| dc.date.accessioned | 2026-08-10T07:44:02Z | - |
| dc.date.available | 2026-08-10T07:44:02Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3451 | - |
| dc.description | Dissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | Teachers -- Professional competence | en_US |
| dc.subject | English teachers -- Training of | en_US |
| dc.subject | Professional development | en_US |
| dc.subject | Ecological education | en_US |
| dc.subject | English language -- Study and teaching | en_US |
| dc.title | Professional competence development of EFL instructors in private colleges in Sichuan Province from the perspective of ecological education | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study examined EFL instructors' professional competence development in Sichuan's private colleges from ecological education perspective. It aimed to explore the impacts of college, social, and educational directors' support on professional competence development, mediated by professional identity. A mixed-methods approach was used, combining quantitative and qualitative analysis, with 436 valid questionnaires and interviews with ten administrators across ten colleges. The results indicated: 1) Private college support, social support, and educational directors' support were found to have significant positive impacts on professional competence development. 2) Professional identity mediated the relationship between these support factors and professional competence. 3) Internal support initiatives such as regular training programs and expert workshops were valued by instructors. 4) Social support from family, peers, and the community reinforced instructors' professional identity. 5) Educational directors' guidance through policy formulation, funding and recognition mechanisms were crucial in enhancing instructors' professional identity. Considering the dynamic educational landscape, future research should explore long-term effects of support interventions via longitudinal studies, and comparative studies between educational institutions and the role of digital tools in professional development are recommended | en_US |
| dc.description.degree-name | Doctor of Education | en_US |
| dc.description.degree-level | Doctoral Degree | en_US |
| dc.contributor.degree-discipline | Educational Studies | en_US |
| Appears in Collections: | EDU-ES-D-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| JUN WANG.pdf | 1.67 MB | Adobe PDF | View/Open |
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