TEACHERS' COMPETENCE AND UNIVERSITY INTERNATIONAL STUDENTS' PERFORMANCE IN KUNMING CITY CHINA

Abstract

This study examines the relationship between university teacher competence and international student performance. It aims to uncover how faculty capabilities may influence diverse learners’ success to inform inclusive teacher development strategies.

A mixed methods study with 378 international undergraduates across 14 universities in Kunming, China collected multi-dimensional assessments of teacher competence and student achievement data via surveys, interviews, and focus groups. Teachers' cross-cultural, adaptive instructional, and support competencies are directly and indirectly associated with international student achievement. Statistical analyses determined correlations and explanatory pathways.

By examining interconnected influences shaping international students’ academic outcomes, this research advances our understanding of the critical roles played by faculty capabilities in empowering global talent development through positive learning climate cultivation. It compels universities to strengthen teacher competence in empathy, responsiveness, and inclusion as key to unlocking the potential of diverse learners.

Ongoing research should inform faculty training innovations that allow globalization aims to sustainably uplift each world citizen’s potential. A supportive acculturation process facilitated by caring, competent teachers can unleash international students' fullest potential.