A Study of the Moral Behavior of Fujian Province University Lecturers Based on Traditional Chinese Cultural Identity
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Abstract
Background and Aim: This research aimed to understand the current situation of moral behavior (which was believed to have been molded by Chinese cultural identity) among university lecturers in Fujian Province, explore its constituent factors, and propose guidelines based on its influence on their moral behavior.
Materials and Methods: The study was conducted at nine universities across provincial capitals, special economic zones, and prefecture-level cities. Using a mixed-methods approach, it adopted life story interviews, focus group discussions, and quantitative questionnaires to explore lecturers' cultural identities, moral values, and teaching practices. Quantitative data from 397 lecturers were collected using stratified random sampling and analyzed through descriptive statistics, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM).
Results: The findings revealed that traditional Chinese cultural identity, rooted in values such as benevolence, integrity, harmony, and justice, significantly influenced lecturers' moral behavior and professional practices. Key factors included self-cultivation, social responsibility, and student-centered education. Among these, Integrity was the most influential factor (β = 0.304, p < 0.001), followed by Harmony (β = 0.266), Justice (β = 0.239), and Benevolence (β = 0.169), indicating strong statistical support for their impact.
Conclusion: The study proposes guidelines for integrating traditional Chinese cultural values into institutional strategies, professional training, and lecturer performance evaluations, offering practical recommendations to enhance China's educational system and strengthen lecturers' moral integrity.
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