Abstract

Study explores the core areas that enhance the teaching ability of Chinese teachers in the Chinese+Medical learning program. The participants in the study were 150 students of Dali University and questionnaires were used to collect data from the participants. Structural Equation Modelling (SEM), Pearson correlation analysis, and ANOVA test were conducted to determine the relationship of these factors. The results of the Pearson correlation are the following findings: teaching experience (TE) has a small positive correlation with teaching ability (r = 0.40,p = 0.05) while professional development training (PDT) has a strong positive correlation with the teaching ability, (r = 0.52,p = 0.01) and the pedagogical strategies (PS) (r = 0.47, p = 0.03) have the strongest positive connections with teaching ability, teacher collaboration (TC) (r = 0.30,p = 0.10 ) and educational resources (ER) (r = 0.35,p = 0.07) exhibit weaker non-significant associations. The SEM analysis findings indicate that the highest path coefficients about teaching ability areTE (C = 0.30,p = 0.02), TC (C = 0.40,p = 0.01), PDT (C = 0.45,p = 0.01),PS (C = 0.35,p = 0.01), and ER(C = 0.25,p = 0.03). The findings of the ANOVA also indicate high variation in teaching competency regarding different PDT (p = 0.03), TE (p = 0.02), ER (p = 0.01), PS (p = 0.04), and TC (p = 0.02). The results altogether suggest that the most significantkey elements that can be employed to improve the teaching ability within Chinese+Medical Education are PDT and TC.