An Empirical Study on the Influencing Factors of University Teachers' Teaching or Scientific Research Cooperation among the Learning Community

DOI: https://doi.org/10.62517/jhve.202416220

Author(s)

Guaili Zhang1, Houwei Liu2,*, Dian Li1

Affiliation(s)

1College of Finance and economics, Guangdong AIB Polytechnic, Guangzhou, Guangdong, China 2College of Tropical agriculture and Forestry, Guangdong AIB Polytechnic, Guangzhou, Guangdong, China *Corresponding Author.

Abstract

The empirical research revolves around the influencing factors of university teachers' teaching or scientific research cooperation through conditional probability. The following significant conclusions are drawn: (1) There is no significant difference in the understanding of team assistance among university teachers based on their gender and age. Most teachers recognize the promoting effect of peer assistance on the team and crave to improve their personal level and performance through team assistance; (2) Teachers in humanities tend to work hard individually, while those in sciences tend to work in teams; (3) Teachers of different types of teaching and research work exhibit significant differences in their behavior in peer assistance. As team leaders, they should form a "peer assistance" teaching and research team based on the principle of matching; (4) The role of peer assistance in the development and growth of teachers is related to personalized factors such as their personality, growth experience, and professional field, as well as external factors such as organizational culture, university systems, and cooperation opportunities. If schools provide substantial guidance and support, it can improve the performance of peer assistance teams.

Keywords

Learning Community; Collaborative Research in Teaching or Research; Influencing Factors; Empirical Analysis

References

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