Research On The Current Situation And Influencing Factors Of Female Teachers' Academic Professional Competence In Universities

With the popularization of higher education,the teaching,scientific research and social service quality of universities has become the focus of social concern.The key to improving the quality of running schools is the improvement of teachers' academic professional competence in universities.As the main body of the universities,the teachers are the basis of the existence and development,and the improvement of their academic competence and growth level are the focal points of the progress of education in all countries.Female teachers occupy half of the academic career,but from the Ministry of Education portal and other data,the overall development prospects are not optimistic.What is the status of female teachers' academic professional competence?What are the factors that affect their competence to upgrade?How to elevate the competence?These questions are the stress of the research.This research mainly focuses on the female teachers of Z University,by virtue of existing literatures,and using the methods of questionnaires and interviews to understand the current situation and influencing factors of female teachers' academic professional competence.Through the comparison of the differences between male and female teachers in teaching,research and social service,clarifies the necessity of studying the female groups separately.This study questionnaire mainly uses SPSS analysis software to get the following conclusions:Firstly,there are significant differences in academic professional competence between male and female teachers in Z University.Secondly,female teachers'academic professional competence is in the middle of the overall level,and their satisfaction is in general.Thirdly,female teachers' academic professional competence has significant differences in demographic variables like the age,teaching age,qualification,professional tile and subject.Fourthly,their competence is significantly correlated with professional cognitive planning,academic interaction,professional pressure,school environment and social environment.Fifthly,the regression analysis data shows that the professional cognitive planning has the highest explanatory rate for the female teachers' academic professional competence;interaction and pressure are followed by;the school and social environment are more indirect.According to the research data,combined with the interview data and the existing literature to analyze the reasons for the various dimensions.For the female teachers' academic professional competence is lower and the development is in a disadvantageous situation,this paper proposes that the female teachers should establish a clear professional cognitive planning and promote the awareness of independent development.At the same time,they should build a wide range of academic relations network and coordinate the multiple pressure conflicts.The University ought to set up a variety of training and promotion mechanism to create a good working environment.The society should ameliorate the public opinion environment and found female teachers' long-term development mechanism.