Environmental aesthetics and professional development for university teachers in China

Abstract

Recently, research has increasingly focused on environmental aesthetics and the professional development of teachers. By improving aesthetic quality, including perceptions and experiences, teachers can effectively master and develop professional knowledge and skills. Based on the ecological systems theory of environmental aesthetics, this study primarily explores the impact of the perceptions of Chinese teachers of environmental aesthetics and the impact of aesthetic experience on the professional development of teachers, as well as the mediating effects of aesthetic experience. The study sample consisted of 1800 teachers from 30 universities across China. A total of 1479 valid questionnaires were returned, and a structural equation model was used for validation. The results of the study found that the perception of Chinese teachers about the environmental aesthetics of schools exerted a positive effect on aesthetic experience and professional development and that aesthetic experience exerted a positive effect on professional development. Last, aesthetic experience exerted a mediating effect on the relationship between the perception of teachers about the environmental aesthetics of schools and professional development. The findings suggest that schools promote the professional development of teachers through their environmental aesthetics and the aesthetic experience of teachers, highlighting the importance of school environmental aesthetics for professional development.