<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The fuzzy comprehensive evaluation algorithm is employed in this paper to evaluate teachers’ professional competence and improve the traditional evaluation system to construct a comprehensive evaluation system. According to the Zagan theory, twenty-three influencing factors of teachers’ professional development were screened, and five main influencing factors were derived after exploratory factor analysis and structural equation test. Countermeasures and suggestions were proposed after analyzing the factors that affect the professional development of teachers in higher vocational colleges. The results show that the model KMO value is 0.923, Bartlett’s spherical test chi-square value is 2712.752, and the significance probability value P=0.000&lt;0.005 is statistically significant. The correlation coefficients between the five main factors are in line with the condition of correlation attribute defined among the factor analysis variables, with a range of 0.37 to 1.00. The optimization countermeasures proposed in this paper have important theoretical significance and practical significance for the professional development of teachers in higher vocational colleges.</p>
</abstract>

The fuzzy comprehensive evaluation algorithm is employed in this paper to evaluate teachers’ professional competence and improve the traditional evaluation system to construct a comprehensive evaluation system. According to the Zagan theory, twenty-three influencing factors of teachers’ professional development were screened, and five main influencing factors were derived after exploratory factor analysis and structural equation test. Countermeasures and suggestions were proposed after analyzing the factors that affect the professional development of teachers in higher vocational colleges. The results show that the model KMO value is 0.923, Bartlett’s spherical test chi-square value is 2712.752, and the significance probability value P=0.000<0.005 is statistically significant. The correlation coefficients between the five main factors are in line with the condition of correlation attribute defined among the factor analysis variables, with a range of 0.37 to 1.00. The optimization countermeasures proposed in this paper have important theoretical significance and practical significance for the professional development of teachers in higher vocational colleges.

Influencing Factors and Realization Strategies of Teachers’ Professional Development in Higher Vocational Colleges and Universities Based on the Background of Deep Learning

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The fuzzy comprehensive evaluation algorithm is employed in this paper to evaluate teachers’ professional competence and improve the traditional evaluation...

Influencing Factors and Realization Strategies of Teachers’ Professional Development in Higher Vocational Colleges and Universities Based on the Background of Deep Learning

Published Online: Nov 15, 2023

Page range: -

Received: Jan 24, 2023

Accepted: May 26, 2023

DOI: https://doi.org/10.2478/amns.2023.2.01160

Keywords
Fuzzy comprehensive evaluation, Rootedness theory, Structural equations, Faculty professional development, Higher education institutions

© 2023 Yashu Wang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Influencing Factors and Realization Strategies of Teachers’ Professional Development in Higher Vocational Colleges and Universities Based on the Background of Deep Learning

Published Online: Nov 15, 2023

Page range: -

Received: Jan 24, 2023

Accepted: May 26, 2023

DOI: https://doi.org/10.2478/amns.2023.2.01160

KeywordsFuzzy comprehensive evaluation, Rootedness theory, Structural equations, Faculty professional development, Higher education institutions

© 2023 Yashu Wang, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Keywords
Fuzzy comprehensive evaluation, Rootedness theory, Structural equations, Faculty professional development, Higher education institutions