A Study on Teachers’ Perceptions towards Education Quality of Integrated Classroom Learning in Primary Schools in Ethnic Minority Areas of Guangxi Province, China

Abstract

This study focused on the teachers’ perception towards the current Chinese education quality of integrated classroom learning at the primary schools in ethnic minority areas of China. A total of 205 full-time teachers from primary schools in Guangxi ethnic minority participated in the study, and the collected data were analyzed by descriptive statistics, independent samples t-Test, and one-way ANOVA. The study found that: 1) the overall education quality of regular class learning was at a moderate level, with the student performance at the highest; 2) there were no significant differences of teachers’ perceptions towards education quality according to their gender and their school areas; 3) there were significant differences of teachers’ perceptions towards education quality in these schools according to their training experiences: the teachers with more training experiences perceived the education quality at the ‘high’ level; 4) there were significant differences of teachers’ perceptions towards education quality based on their school areas, perceptions of the teachers with senior titles perceived the education quality were at the ‘high’ level; 5) the five dimensions of school resources and support, school management and professional leadership, integrated cultural environment, teaching and learning in the integrated class, and student performance were all significantly positively correlated with education quality of regular class learning. The study recommended that schools in ethnic minority areas of China realize the importance of teachers’ professionalism and improving the education quality in all 5 dimensions comprehensively, especially on creating an integrated cultural environment.