International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 12, Issue 9 (September 2025), Pages: 118-128

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 Original Research Paper

Factors influencing professional development of double-qualified teachers in Guangxi Zhuang Autonomous Region, China

 Author(s): 

 Shujuan Xu, Eng Tek Ong *

 Affiliation(s):

 Department of Education, UCSI University, Kuala Lumpur, Malaysia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0001-6937-4893

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.09.011

 Abstract

This study explores the factors affecting the professional development of double-qualified teachers (DQTs) in the Guangxi Zhuang Autonomous Region. Using structural equation modeling, it examines how institutional support, continuous training, school-enterprise cooperation, resource availability, and progressive educational policies contribute to DQTs’ growth. Data were collected through structured questionnaires distributed to DQTs, educational administrators, and policymakers, with reliability and validity tests confirming the robustness of the instruments. The results show that resource availability is the most significant factor, followed by continuous training and educational policies, while institutional support has a lesser effect. Notably, school-enterprise cooperation demonstrates a negative relationship, suggesting current partnerships are ineffective. These findings highlight the importance of providing sufficient resources, expanding professional development opportunities, and innovating curriculum design and delivery. The study recommends that policymakers and educational leaders in Guangxi prioritize resource enhancement, program quality improvement, and policy innovation, while addressing weaknesses in school-enterprise collaborations to strengthen vocational education. Future research should further investigate these variables to develop more effective support systems and collaborative practices for the sector’s evolving needs.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Double-qualified teachers, Professional development, Resource availability, School-enterprise cooperation, Educational policy innovation

 Article history

 Received 12 February 2025, Received in revised form 22 July 2025, Accepted 13 August 2025

 Acknowledgment

No Acknowledgment. 

 Compliance with ethical standards

 Ethical considerations

All participants provided informed consent prior to their participation in the study, and their responses were collected anonymously to ensure confidentiality.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Xu S and Ong ET (2025). Factors influencing professional development of double-qualified teachers in Guangxi Zhuang Autonomous Region, China. International Journal of Advanced and Applied Sciences, 12(9): 118-128

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 Figures

  Fig. 1

 Tables

  Table 1  Table 2  Table 3  Table 4  Table 5  Table 6  

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