The Indicator Development of Professional Competence Assessment of Dance Teachers in Chongqing’s Universities, China
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Abstract
Background and Aim: Dance education in China plays an important role in cultivating artistic professionals and preserving cultural heritage through creative expression. As one of China’s major cultural and educational centers, Chongqing possesses rich dance education resources and a dynamic environment for artistic innovation. However, globalization and rapid technological development have created new challenges and opportunities for university dance teachers. This study aims to investigate the current status of dance teachers in universities in Chongqing and to develop a comprehensive evaluation index system for assessing their professional competence.
Materials and Methods: This study employed a mixed-methods research design conducted in two phases. The first phase examined the professional competence of dance teachers in Chongqing universities through literature review, questionnaire surveys, in-depth interviews, and classroom observations. The second phase focused on developing an evaluation index system for dance teachers’ professional competence. Guided by the principles of systematicity, scientific rigor, developmental orientation, specificity, and practicality, the study applied grounded theory, the Delphi method, factor analysis, and the Analytic Hierarchy Process (AHP) to construct the evaluation framework, determine indicator weights, and establish scoring methods.
Results: The findings revealed significant differences in the composition and professional characteristics of dance teacher teams across university types. Comprehensive and vocational universities employed a larger proportion of young teachers, while educational backgrounds varied considerably among institutions. Although most teachers demonstrated strong traditional teaching competence, limitations were identified in innovative teaching practices, research capability, and professional identity development. The study developed an evaluation index system consisting of six first-level indicators, 14 second-level indicators, and 36 third-level indicators. Among these dimensions, teaching and educational skills received the highest weighting. A percentage-based scoring system and five-level evaluation criteria were also established, providing a scientific and practical framework for assessing dance teachers’ professional competence.
Conclusion: This study provides a comprehensive framework for evaluating the professional competence of dance teachers in universities in Chongqing, China. The findings contribute to a deeper understanding of the current challenges and developmental needs of dance educators while offering a practical assessment tool to support faculty development, educational quality improvement, and sustainable advancement in higher dance education.
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