A priority needs assessment of foreign language teachers’ teaching competency in a Chinese private university

Nabing Mao, Chuming Ren and Supalucsana Lomlai

African Educational Research Journal
Published: March 25 2026
Volume 14, Issue 1
Pages 291-304
DOI: https://doi.org/10.5281/zenodo.19223594

Abstract

This study diagnoses the priority development needs of foreign language teachers in a Chinese private university using a dual-evidence framework integrating Modified Priority Needs Index (PNI) analysis and teacher–student perceptual comparison. A total of 179 teachers and 404 students participated in a survey assessing three competency dimensions: educational beliefs (EB), instructional skills (IS), and digital pedagogical competencies (DPC). Results indicate significant gaps between current and desired competency levels across all dimensions, with DPC demonstrating the highest priority need (PNI=0.360). Specifically, smart interactive assessment (PNI=0.413) and digital learner profiling (PNI=0.407) emerged as the most urgent areas for development. Independent-samples t-tests reveal that student evaluations are generally higher than teacher self-assessments in EB and DPC, suggesting a pattern of teacher-driven developmental motivation rather than external performance pressure. The integrated analysis identifies four critical competency units that warrant priority intervention, particularly in digitally mediated instruction. By combining needs intensity ranking with perceptual triangulation, this study advances a data-informed approach to faculty development planning in resource-constrained institutional contexts. The findings suggest a tendency toward internally oriented professional development standards.

Keywords: Priority needs assessment, teaching competency, foreign language teachers, teacher–student perceptual gap, private higher education.

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