GUIDELINES FOR THE DEVELOPMENT OF TEACHER TRAINING MANAGEMENT IN GUANGXI TALENT INTERNATIONAL COLLEGE

Abstract

This study aims to investigate the current level of teacher training management at Guangxi Talent International College and to propose development guidelines for improvement. Using a mixed-method approach including questionnaire survey and in-depth interview, data were collected from 127 teachers and 5 key informants at the college. Results show that the overall level of teacher training management is at a moderate level (M=2.90, S.D.=0.90), with Training Quality receiving the highest mean score (M=3.05) and Training Effectiveness Evaluation the lowest (M=2.72). Main problems include incomplete policy implementation with lack of detailed rules, homogenized training content lacking regional industrial characteristics and ASEAN-oriented elements, weak digital training management capacity, insufficient support conditions with unbalanced resource allocation, and an imperfect evaluation mechanism lacking closed-loop management. Based on Human Resource Development Theory, Adult Learning Theory, Kirkpatrick's Four-Level Model, and Organizational Support Theory, five targeted development guidelines are proposed: improving the training policy system and strengthening implementation mechanisms; optimizing training content design and enhancing pertinence and practicality; strengthening digital training management and promoting platform upgrading; enhancing training support conditions and optimizing resource allocation; and improving the training evaluation mechanism and achieving closed-loop management. This study provides empirical references for optimizing teacher training management in private vocational colleges in the context of educational digital transformation and regional economic development.