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Empirical survey reveals how teacher development enhances student outcomes via classroom practice and school support, highlighting non-linear transmission mechanisms in education.
This study systematically investigates the transmission mechanism through which teacher professional development improves the quality of basic education. A multidimensional theoretical model is constructed to connect teacher professional knowledge, teaching ability, and professional belief with student cognitive development, non-cognitive ability, and academic achievement through classroom teaching practice and school organizational support. Using large-scale empirical survey data and structural equation modeling, the study tests the relationships among teacher competence, classroom behavior, school support environment, and student development outcomes. The findings indicate that teacher development does not improve education quality through a simple linear input-output path; instead, it operates through competency internalization, behavioral transformation, and environmental interaction. Classroom teaching practice plays a key mediating role, while school support strengthens the transformation of professional competence into effective practice. The study provides a data-driven model for educational quality evaluation and a transferable mechanism for analyzing complex information transmission in organizational systems.
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Y. F. Xin (2026) studied this question.
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