Development of a Comprehensive Model to Enhance Role Compliance in Fine Arts Education Students at Public Universities of Nanning City, China

Abstract

The purpose of this study was to enhance role compliance among fine arts education student-teachers during their educational internship phase at public universities in Nanning City, China. A mixed-methods approach was employed, combining quantitative surveys and qualitative literature review. The quantitative phase included a stratified random sampling method to select 412 fine arts education student-teachers, and structural equation modeling was conducted using SPSS and PLS. The qualitative phase involved a systematic literature review to provide a comprehensive understanding of the theoretical background and existing research on role compliance. The study identified the impact mechanisms of educational collaboration, teacher learning, role mindfulness, and role identity on role compliance. The results indicated that educational collaboration, role mindfulness, and role identity are key factors in enhancing role compliance. Specifically, educational collaboration significantly influenced teacher learning (β = 0.657, p < 0.001), role mindfulness (β = 0.468, p < 0.001), and role identity (β = 0.293, p < 0.001). Role mindfulness positively influenced role identity (β = 0.281, p < 0.001) and role compliance (β = 0.314, p < 0.001). Role identity also positively influenced role compliance (β = 0.227, p < 0.003). The study recommends that universities and internship schools optimize educational collaboration models and strengthen the cultivation of teacher learning, role mindfulness, and role identity to further enhance role compliance among fine arts education student-teachers. This not only improves the quality of educational internships but also lays a solid foundation for the future professional development of teachers.