HRMARS - This study takes Hanshan Normal University as the research sample and uses the questionnaire survey method to investigate 126 in-service teachers from the music college and related departments. Descriptive statistics, Pearson correlation analysis, multiple linear regression analysis, and independent sample t-tests are employed as quantitative research methods to systematically examine the current situation, pain points, and the need for reconfiguration of the support system for the professional development of music teachers in universities under the context of digital and intelligent empowerment. The research results show that the overall application ability of digital and intelligent technologies by music teachers is relatively weak (M = 2.87, SD = 0.73), and the satisfaction level of the professional development support system is at a moderately low level; the integration ability of digital and intelligent technologies, the level of institutional guarantee, and the sense of professional development efficacy of teachers are significantly positively correlated (r = 0.612, r = 0.589, p < 0.01); the multiple regression analysis indicates that the frequency of technical training, peer collaboration support, and policy incentive mechanisms have significant positive predictive effects on the sense of professional development efficacy (adjusted R² = 0.487). Based on this, this paper proposes strategies and practical paths for the reconfiguration of the support system from three dimensions: technology empowerment platform construction, optimization of institutional guarantee mechanisms, and the construction of collaborative learning communities, with the aim of providing empirical references for similar local universities.
Wei Wang (Sat,) studied this question.