Analysis and New Connotation of the Improvement Path of College Teachers’ Quality using Data Mining in the Perspective of Establishing Virtuous People

With the development of economic globalization, the competition of national comprehensive strength has become more intense, and the core element of the competition lies in the competition among talents [1]. Colleges are the cradle of transporting talents for national development, and the key to cultivating talents is teachers, “teachers are the engineers of human souls and bear the sacred mission [2].”

The Chinese civilization has always attached importance to the cultivation and improvement of people’s personality quality [3]. Virtue is a good traditional virtue of the Chinese nation and the cornerstone of the 5000 year civilization of the Chinese nation. In the field of moral education, college teachers shoulder the responsibility of cultivating a new generation to take national rejuvenation as their own responsibility. The development of the country has put forward higher requirements for university construction and inter university construction [5]. Improving the quality is also one of the main tasks of the construction of college teachers, which is of great significance to the healthy growth of young students, the cultivation of national outstanding talents and the development of China’s education. For a long time, college teachers have been silent, selfless, dedicated to educating people, cultivated generations of outstanding talents for the motherland, established a good professional image, and won social recognition and respect. At present, improving the comprehensive quality of college teachers is a good development trend. However, “the world today is experiencing unprecedented tremendous changes in the past century”. With the development of the new scientific and technological revolution and industrial transformation, this change has contributed to the increasingly close relationship between countries around the world, and has also had a negative impact on the introduction of various Western values. The traditional Chinese quality concept was born under the influence of the western ideological wave [6-7]. Due to the influence of external social environment and other factors, a few college teachers have appeared various problems of teacher moral failure, such as: unswerving ideal beliefs, weak awareness of educating people, and even the situation of violating academic quality, which seriously affects the good social image and professional reputation of college teachers in the eyes of the people [8-9].

Since the 18th Party Congress, General Secretary emphasizes that the first criterion for evaluating the quality of the teaching force is teacher morality and style, and has put forward the “four”, “four guides”, and “six” standards and expectations for teachers [10-11]. The Ministry of Education and other departments have issued a number of plans, guidelines and opinions on quality improvement [12-13].

At the same time, the quality improvement of college teachers can, on the one hand, promote the theoretical research on the quality improvement of college teachers to keep up with the times, realize new conditions, new ideas and new measures, and make the theoretical research results more enriched. Through empirical research, data information related to quality improvement of college teachers is obtained, specific problems of current quality improvement of college teachers are summarized, and feasible policies are given. To lay the foundation for the goal of improving the quality of college teachers, we should promote the formation of college teachers in practice, so as to promote the sustainable development of colleges. Improving the quality of college teachers is an important part of social quality construction. Improving the quality of college teachers’ work, promoting the formation of a harmonious and healthy social atmosphere, the exemplary role and radiation role of college teachers in society, promoting the formation of a social atmosphere of respect for teachers and morality, and further improving the level of social civilization.

On this basis, this topic is selected to conduct in-depth analysis and summary of the relevant teaching achievements in colleges, and combined with the questionnaire data of colleges in many provinces and cities, analyze the main achievements and problems in improving the teaching quality in colleges from the perspective of moral education, and deeply analyze and discuss the causes of the problems, and propose ways to improve the teaching quality in colleges.

2

Related work

Through sorting out the literature related to the quality improvement of college teachers, the following characteristics are summarized: firstly, the research on the key and difficult issues of the quality improvement of college teachers is relatively weak; secondly, there are few monographs specializing in the quality improvement of college teachers; thirdly, there are mostly theoretical research results, but fewer empirical research results, and comparative research at home and abroad is lacking[14-15].

For example, on January 13, 2020, we searched the relevant literature since 2000 through the Internet in the General Library of Chinese Periodicals, doctoral dissertations, master’s dissertations, important conferences, important newspapers and yearbooks, and searched with the keyword of “teacher morality in colleges”. “Among them, there are 457 papers in core journals and CSSCI journals, and 81 papers in master’s theses as in Table 1. Thus, the research on this topic can enrich the theoretical research in this field.

Table 1.

The results of literature search in each category

Title	Journals (piece)	Core journals and CSSCI journals (piece)	Master’s degree thesis record(piece)
Teacher moral construction in higher education	3101	457	81
The path of teacher moral construction in colleges	187	33	4

It can be seen from the trend curve of the number of articles (Figure 1) that the issue of teacher morality has been gradually paid attention to by researchers since 2000, and after 2007, it has gradually shown a stable fluctuation, which is actually synchronized with the social reform in China, along with the acceleration of the social reform process, the issue of teacher morality has gradually emerged and received the attention and research of researchers.

Searching for “quality improvement of college teachers” in the book database of ReadShow, 10 books were collected, namely: Research on the construction of teacher morality and teacher style of college teachers under the perspective of establishing moral trees and people[16]. Research on the Long-term Mechanism of Quality Improvement of Young Teachers in Universities [17]. Practice and Exploration of Quality Improvement of College Teachers under the Perspective of Establishing Virtue and Shuren [18]. Exploring the Quality Improvement of College Teachers in the New Period [19]. Research on Quality Improvement of Public Security College Teachers in the New Period [20]. Research on the construction of teacher morality and teacher style in colleges [21]. Theory and Practice of Quality Improvement of College Teachers [22].Research on Quality Enhancement of College Teachers and Ideological and Political Work of Teaching Staff [23]. Theory and Practice of Quality Enhancement of College Teachers [24]. Introduction to Quality Enhancement of College Teachers [25]. These works cut from different perspectives of pedagogy, psychology and management, analyzed the connotation of teacher morality and other aspects, put forward new ideas and methods of quality improvement, and provided theoretical and practical reference for further strengthening and optimizing the quality improvement of college teachers.

The papers published in higher education journals have achieved fruitful results. The research content includes more substantial content, especially from a certain point of view, the improvement of college teachers’ quality, teacher content, college teachers’ quality, and ways to improve college teachers’ quality.

3

Methodology

3.1

Design of multivariate teacher quality evaluation system based on data mining

Fuzzy comprehensive evaluation is to judge each factor individually and then combine the obtained results for all factors. Here, student evaluation, colleague evaluation, expert evaluation and self-evaluation are taken as multi-factors, and the following block diagram of one-level comprehensive evaluation is given (see Figure 2).

3.2

3.2 Multi-factor fuzzy comprehensive evaluation

1)

Determine the operator. First, the fuzzy comprehensive evaluation model, which takes the following form.

(1)

\begin{array}{l} W • R = W \\ = {w_{1}, w_{2}, \dots, w_{n}} • [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 m} \\ r_{21} & r_{22} & \dots & r_{2 m} \\ ⋮ & ⋮ & ⋮ & ⋮ \\ r_{n 1} & r_{n 2} & \dots & r_{n m} \end{matrix}] \\ = (b_{1}, b_{2}, \dots, b_{m}) = B \end{array}

Where B is the comprehensive set of model judgments, b_j(j = 1, 2,⋯, m) is called the judgment indicator, and the “-” in B = W • R is called the operator, and the operator-weighted average type is chosen M(•,⊕): (2) $\begin{array}{l} b_{k} = (w_{1} • r_{1 k}) \oplus (w_{2} • r_{2 k}) \oplus \dots \oplus (w_{n} • r_{n k}) \\ = \min {1, \sum_{j = 1}^{n} \min (w_{j}, w_{j k})} \end{array}$

Where k = 1, 2, ⋯, p, the fuzzy synthesis operator M(⊗, ⊕) consists of two operations, the first operation ⊗ for w_j the correction of r_jk and the second operation ⊕ for the synthesis of the corrected r_jk. 2)

Analysis of evaluation result vectors. The commonly used methods for the analysis of fuzzy evaluation results are maximum affiliation principle, maximum proximity principle, and weighted average principle. Here the fuzzy vectorized single-valued multilevel fuzzy integrated evaluation is applied. Due to the many influencing factors, multilevel fuzzy evaluation is needed to divide the factor domain (indicators) into S subsets according to certain attributes. (3) $X = ⋃_{j = 1}^{n} X_{j}$

Where j = 1, 2,⋯, s, $X_{j} = {X_{j 1}, X_{j 2}, \dots, X_{j t}}$ . Viewing X_j as a composite factor as its single-factor evaluation result, the affiliation matrix can be obtained as shown below. (4) $\tilde{R} = [\begin{matrix} {\tilde{B}}_{1} \\ {\tilde{B}}_{2} \\ ⋮ \\ {\tilde{B}}_{S} \end{matrix}] = [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 p} \\ r_{21} & r_{22} & \dots & r_{2 p} \\ ⋮ & ⋮ & ⋮ \\ r_{s 1} & r_{s 2} & \dots & r_{s p} \end{matrix}]$

Let the fuzzy weight vector of the integrated factors be $\tilde{B}$ , then the second-level fuzzy integrated evaluation model is shown as follows. (5) $\begin{array}{l} W^{°} \tilde{R} = {(w_{1}, w_{2}, \dots, w_{s})}^{°} [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 p} \\ r_{21} & r_{22} & \dots & r_{2 p} \\ ⋮ & ⋮ & ⋮ \\ r_{s 1} & r_{s 2} & \dots & r_{s p} \end{matrix}] \\ = (b_{1}, b_{2}, \dots, b_{p}) \overset{Δ}{=} \tilde{B} \end{array}$

3.3

Improvement of other index evaluation system

The three dimensions of colleague evaluation, expert evaluation and self-evaluation are used to improve the teaching quality evaluation system, which makes the whole evaluation model system more reasonable. For each type of evaluation, the above model is followed, so that the evaluation system can be made more perfect. 1)

Colleague evaluation. Based on the real situation, according to the data description of students’ evaluation of teaching, the colleague evaluation items are given in Table 2.

Table 2.

Colleague evaluation data description and impact factor table

Number	Column number	Data description	Impact Factor
1	C	Recognize and improve new educational concepts, promote the transformation of teaching and learning styles	Teaching concept
2	D	Education and teaching theory education	Teaching Cultivation
3	E	Self-reflection and correction	Self-reflection
4	F	Professional research level	Professional level
5	G	Respect for students, good teacher-student relationship	Teacher-student relationship
6	H	Mandarin is standard, fluent and clear	Lecture level
7	I	Significant teaching achievements	Teaching Achievements
8	J	Reasonable structure of teaching environment	Teaching Environment
9	K	Active reference to other teachers’ excellent teaching methods	Learning from others

Using principal component analysis, the key indicators in this section were identified as basic quality, teaching attitude and teaching level, which will jointly influence the colleague evaluation. Using the variance contribution ratio, the weight values of the corresponding main influence factors in each key index can be obtained in Table 3.

Table 3.

Weights of main influence factors

Key Indicators	Column number	Main impact factors	Variance contribution rate	Weights
Basic Quality	D	Teaching Cultivation	0.862	0.317
	F	Professional level	0.923	0.338
	G	Teacher-student relationship	0.928	0.344
Teaching attitude	C	Teaching concept	0.852	0.322
	E	Self-reflection	0.958	0.362
	J	Teaching Environment	0.852	0.318
Teaching level	H	Lecture level	0.868	0.488
Teaching level	I	Teaching Achievements	0.907	0.512

Then still using the coefficient of variation method to find the weights of each key indicator, as in Table 4.

Table 4.

Weights of the three key indicators

Indicators	Basic quality	Teaching attitude	Teaching level
Weighting	0.378	0.374	0.249

In the colleague evaluations, the weights of each key indicator do not differ significantly, reflecting the good knowledge of the teacher among colleagues. Combined with the weights of each key indicator in Table 4, then, each teacher’s colleague evaluation score can be obtained, where only the number of colleagues of each teacher needs to be considered and is generally different. Its formula is as follows. (6) $Grade {(Tea)}_{i} = \sum_{j = 1}^{m_{i}} (ε_{i j} \times P_{i j})$

Where P_ij is the rating of the jth colleague of the ith teacher. 2)

Expert evaluation. Based on the data descriptions of student evaluations, the expert evaluation items are given in Table 5.

Table 5.

Data description of expert evaluation with impact factor table

Number	Column number	Data description	Impact Factor
1	C	Enthusiastic and energetic in lectures	Teaching Enthusiasm
2	D	The lecture is infectious and can attract students’ attention	Lecture ideas
3	E	In-depth and inspiring presentation of issues	Inspirational
4	F	Concise and accurate presentation of problems, focused and clear thinking	Question ideas
5	G	The lectures are informative and informative	Lecture content
6	H	Be proficient and comfortable with the course content	Flexible methods
7	I	The teaching content can reflect or relate to new ideas, concepts and achievements in the discipline	Frontiers of the discipline
8	J	Give students topics for reflection, association and innovation	Development of thinking
9	K	Stimulate students’ emotions and enliven the classroom atmosphere	Classroom atmosphere
10	L	Can effectively use various teaching media	Use of media

The calculation process is the same as above, and the weights of each key indicator can be obtained as in Table 6.

Table 6.

Weights of the three key indicators

Indicators	Basic quality	Teaching attitude	Teaching content	Teaching level
Weighting	0.202	0.095	0.202	0.503

From Table 6, the weight of teaching methods in the experts’ evaluation is as high as 50.2%, which indicates that the experts value the teachers’ professionalism level more, which is in line with the reality. Combining the weights of each key indicator in Table 6 and the mathematical model in colleagues’ evaluation can yield the ratings of teacher experts. 3)

Self-evaluation. The self-evaluation items are given in Table 7, with the student evaluations.

Table 7.

Self-evaluation data description and impact factor table

Number	Column number	Data description	Impact Factor
1	C	Design of educational objectives	Objective Design
2	D	Teaching content arrangement	Teaching content
3	E	Implementation of classroom teaching	Classroom instruction
4	F	Assignment and correction of homework	Assignments
5	G	After-class counseling	After-class tutorials
6	H	Relationship with students	Teacher-Student Relationship
7	I	Self-expertise	Professional level
8	J	Reflection and improvement of own problems	Self-reflection
9	K	Motivating students and enlivening the classroom atmosphere	Classroom atmosphere
10	L	Effective use of various teaching media	Media Utilization

The calculation process is the same as above, and the weights of each key indicator can be obtained as shown in Table 8. Combining the weights of each key indicator in Table 8 and the mathematical model in the colleagues’ evaluation, the ratings of teachers’ self-evaluation can be obtained.

Table 8.

Weights of the three key indicators

Indicators	Basic quality	Teaching attitude	Teaching content
Weighting	0.305	0.202	0.494

3.4

Gray correlation to determine the weights and total scoring function

With fuzzy comprehensive evaluation as the overall framework, gray correlation analysis is used to determine the weights of each layer of indicators of fuzzy comprehensive evaluation, so that a fuzzy comprehensive evaluation method based on gray correlation degree is established.

Combined with the above calculated data, the weights of the four one-layer evaluation indicators were obtained as shown in Table 9.

Table 9.

Weights of four one-layer indicators

Indicators	Student Evaluation	Colleague Evaluation	Expert Evaluation	Self-evaluation
Weighting	0.312	0.333	0.218	0.137

The analysis shows that colleagues and students have the most contact with teachers and their evaluations are more informative in the evaluation of teaching quality of university teachers, which corresponds to the above weights, indicating that the weight setting is in line with the actual situation in daily life.

Here, firstly, the total score of the teacher of the university is set as Grade_i (here i=1, 2, ⋯, 323) and the values of the four indicators of student evaluation, colleague evaluation, expert evaluation and self-evaluation are ω_i (here i=1, 2, ⋯, 4) respectively. Ultimately, the total rating function for the ith teacher was obtained as follows. (7) $\begin{matrix} {Grade}_{i} = F (G r a d e ({Stu}_{i}, Grade {(Tea)}_{i}, Grade (Exp)_{i} Grade {(Se l)}_{i}) \\ = \sum_{j = 1}^{4} ω_{j} Grade e_{i j} \end{matrix}$

Grade(Tea)_i is the colleague evaluation score of the ith teacher.

It is clear that the formula makes use of the weights of the different level indicators to effectively combine the four aspects so that they jointly influence the quality of teaching.

The fuzzy comprehensive evaluation approach assesses each component independently in teacher quality assessment before combining the findings from all the components. The entire set of model comprehensive evaluation can be represented as follows, assuming that teacher quality is influenced by a number of elements, including evaluations of students, colleagues, experts, and oneself: (8) $C = (C_{1}, C_{2}, ..., C_{n})$

where n is the total number of judgmental indications and C_i is the ith judgmental indicator.

4

Case Study

Subjects: In this paper, we took advantage of our own work and selected University Y, where we work, as the subject of the study. At the same time, questionnaires were distributed from teachers of different genders, ages, titles, disciplines, and degrees to ensure better reliability and validity.

Survey method: 180 teachers were selected from different genders, ages, titles, disciplines, and degrees of teachers in Y University by using the whole group sampling method to ensure that the questionnaire was more representative. The questionnaire was anonymous, 180 questionnaires were distributed and 175 were collected. The availability of the questionnaire is shown in the Figure 3, which can be seen as high as 94%.

4.1

Reliability and validity analysis

4.1.1

Reliability analysis

The data from the questionnaire survey first needs to be highly reliable. This requires a reliability test. In psychology, reliability is mainly about whether the instrument that is measured is able to measure correctly what he needs. If the test yields a higher reliability, it means that the scale is stable and appropriate.

4.1.2

Validity analysis

At the same time, the data of the questionnaire needs to be tested whether it is valid and whether it can truly reflect the degree of measurement, which needs to do validity test. The test to see whether the validity of the questionnaire data is high or not is divided into two aspects: content and structure. First, the content validity is good because the Professional Quality Scale for Teachers in Local Universities is frequently used by researchers and has been developed for a long time and is more mature. Secondly, the KMO and Bartlett’s Test test in this chapter showed that the KMO values were all greater than 0.7 in the analysis (Table 10), which indicated that the factor analysis was acceptable for factor analysis.

Table 10.

Correlation matrix between the total quality questionnaire and each factor

	Low achievement	Dehumanization	Emotional exhaustion	Total Mean Score
Low achievement	1
Dehumanization	0.556**	1
Emotional exhaustion	0.672**	0.622**	1
Total Mean Score	0.812**	0.812**	0.793**	1

As the results in Table 10 show, the correlation between the mean scores of the factors and the overall mean scores is much higher than that of the factors. This means that each sub-factor has a high contribution to the overall questionnaire while maintaining its independence. This indicates that the structural validity of the designed questionnaire is relatively good. The results of the tests of structural validity are shown in Table 11.

Table 11.

Correlation matrix between the total satisfaction questionnaire and each factor

	Leadership Management	Compensation and benefits	Work itself	Work Environment	Interpersonal relationship	Total Average Score
Leadership Management	1
Compensation and benefits	0.488**	1
Work itself	0.262**	0.336**	1
Work Environment	0.388**	0.288**	0.466**	1
Interpersonal relationship	0.414**	0.455**	0.366**	0.368**	1
Total Average Score	0.743**	0.737**	0.615**	0.643**	0.746**	1

Note: **Significance level is 0.01

As the results in Table 11 show, the correlation between the mean score of each factor and the overall mean score is much higher than that of each factor. This means that each sub-factor, while maintaining its independence, also has a high contribution to the overall questionnaire. This indicates that the structural validity of the designed questionnaire is relatively good.

4.1.3

Fuzzy multi-factor integrated assessment

The fuzzy comprehensive evaluation model has the following form, therefore identify the operator: (9) $F = f (C_{i}, C_{2}, ..., C_{n})$

where f is the composite operator and F is the final composite evaluation result. It can be written as follows for the weighted average type operator: (10) $F = \sum_{i = 1}^{n} w_{i} C_{i}$

where the ith indicator’s weight is w_i.

4.2

Descriptive analysis of the basic situation of the valid sample

Through the analysis of the questionnaire, we can get the basic situation of the respondents of this survey, as shown in Table 12.

Table 12.

Description of the basic situation of the sample

Projects	Category	Percentage/%	Projects	Category	Percentage/%
Gender	Male	37.2	Number of classes you teach in an average week	<10 sections	65.2
Gender	Female	62.8		10-15 sections	25.8
Age	<35 years old	31.3		>15 sections	9.0
	35-45 years old	53.1	Title	Assistant Professor	10.5
	>45 years old	15.6		Lecturer	43.6
Marital status	Unmarried	17.5		Associate Professor	32.8
Marital status	Married	82.5		Professor	12.1
Political appearance	Communist Party member	74.2	Subjects taught	Liberal Arts	42.8
	Ethnic party affiliation	6.4		Science	49.4
	group of people	19.4		Art Sports	4.17
Teaching time	5 years and below	30.0	Whether you have study abroad experience	Yes	20.2
	5-10 years	38.7	Whether you have study abroad experience	No	79.8
	10-15 years	15.5	Part-time administrative position	Yes	17.1
	15 years or more	15.8	Part-time administrative position	No	82.8
School Attributes	Public Schools	98.9	Monthly income	<6000	40.5
	Private Schools	1.1		6000-8000	52.8
	Private Schools	1.1		>8000	6.7

An examination of the evaluation result vector reveals that it is: (11) $V = (V_{1}, V_{2}, \dots, V_{n})$

The maximum membership degree criterion can be used to determine the level of teacher quality once the membership degree vector M of each indicator has been produced using the membership degree of fuzzy evaluation.

Multi-level fuzzy extensive assessment model: The evaluation indications of each level are weighted and added together using the comprehensive hierarchy for the fuzzy evaluation result vector V_j of the jth layer: (12) $v_{j} = \sum_{ψ = 1}^{m} w_{j k} C_{k}$

where the weight between the jth and kth layers is w_jk.

4.3

Analysis of the current situation of teachers’ professional quality in local universities

The current state of professional quality of teachers in local universities is mainly reflected by the corresponding scale, which is divided into three dimensions, namely emotional exhaustion (1-8), which looks at teachers’ emotional reactions to the effects of work stress. Personal fulfillment (9-16), which looks at teachers’ perceptions of their work. Depersonalization (17-22), which looks at the changes in teachers’ attitudes toward students due to the stress of their work. The descriptive statistics of this questionnaire about the professional quality of teachers in local universities are shown in Table 13 and Figure 4.

Table 13.

Descriptive analysis of professional quality of teachers in local universities and the three dimensions

	Score	Number of people	Percentage/%	Mean value	Standard deviation
Emotional exhaustion	<3	132	62.52	2.3552	0.65008
	=3	13	7.05
	>3	25	30.43
Dehumanization	<3	165	97.65	1.3215	0.52139
	=3	3	1.75
	>3	2	0.6

Since the professional quality scale used in this case is a 5-point scale, then 3 is the theoretical median value, when less than 3 indicates the absence of professional quality problems, and vice versa. From Table 13 and Figure 4 , it can be seen that the mean value of emotional exhaustion of teachers is 2.36 in all three dimensions, which is a high degree. The mean value of personal fulfillment is 3.68 because personal fulfillment is an inverse question and if its score is more, it means a lower degree. Depersonalization mean is 1.32, which means that it is not serious, implying that overall the quality phenomenon is not significant. However, it can be seen that 30.41% of those with a relatively high degree of emotional exhaustion and 25.94% of those with a low sense of personal accomplishment indicate that about a quarter of teachers have a tendency to professional quality, which is something we should pay attention to, focus on and address.

Basic quality, teaching attitude, and teaching level are the main indications of colleague evaluation that are derived from principal component analysis and have an impact on the evaluation score. The following formula can be used to determine each teacher’s colleague evaluation score of S_i: (13) $S_{i} = \sum_{j = 1}^{m} w_{j} E_{i j}$

where w_j is the weight of each key indicator and E_ij is the judgment of the ith teacher’s jth colleague.

4.4

Statistics of the questionnaire survey on the quality improvement of college teachers under the perspective of moral education

The quality orientation and business ability of teachers, and is divided into “not conform to”, “not conform to”, “not good at all”, “not good at all” and “not good at all”. The results of the survey are shown in Tables 14, 15 and 16.

Table 14.

Evaluation of professional quality as a teacher (single choice)

Options	Excellent	Qualified	Basic competence	Still need to work
Percentage/%	55.29	37.51	4.43	2.79

Table 15.

The most important qualities of teachers are (multiple choice)

Options	Teaching ability	Moral quality	Innovation quality	Scientific research ability	Ability to serve society
Percentage/%	90.55	95.29	74.16	74.45	73.88

Table 16.

The main factors affecting the development of teachers’ ethics in colleges are (multiple choice)

Options	Social ethos	Teacher treatment	Relevant assessment system	Personal quality	School importance
Percentage/%	82.77	84.45	82.23	79.71	71.95

According to the above questionnaire statistics, it shows that the overall situation of improving the quality of teachers in colleges under the perspective of moral education is good, but there are some problems such as “teachers in our university transfer classes or ask others to substitute classes at will, and they are late and leave classes early”, “teachers in our university use their positions for personal benefits”, etc. “This indicates that there are some problems in the pursuit of professionalism, honesty and self-discipline, and the implementation of the school’s teacher ethics management. Then, combined with relevant research data, the current situation is analyzed mainly from the effectiveness achieved and the problems existing in the quality improvement of college teachers under the perspective of moral education.

The following formula can be used to express the weights that were established using gray correlation analysis: (14) $w_{k} = \frac{\sum_{i = 1}^{n} ρ_{i k} x_{i}}{\sum_{i = 1}^{n} x_{i}}$

The teacher’s overall rating function can be written as follows, where x_i is the evaluated value of each factor, ρ_ik is the gray correlation between the ith and kth factors, and the weights are added together: (15) $T_{i} = \sum_{k = 1}^{4} w_{k} E_{i k}$

where the ith teacher’s score on the kth assessment question is E_ik.

4.5

Effectiveness of improving the quality of teachers in colleges in the context of moral education

4.5.1

Objective and rational cognition of teachers’ morality and high overall moral quality

Teacher moral cognition is the professional quality cognition of teachers, which is the professional quality concepts and principles formed on the basis of teachers’ knowledge of professional quality norms, and they use these professional quality concepts and principles to judge right and wrong, and regulate their relationship with others and society. In the questionnaire survey on the quality improvement of college teachers under the perspective of moral education, 55.28% of the teachers chose “excellent” and 37.5% chose “qualified” in the question of “evaluation of their professional quality as a teacher”. “The students responded to the question, “How do you rate yourself as a teacher? Among the students’ responses to the question “Our teachers love teaching and educating people”, 59.87% of the students chose “more in line with” and 16.61% chose “fully in line with”. “See Figure 5.

4.5.2

Good overall evaluation of teachers’ morality and high recognition of their performance

In the answer to the question “Teachers in higher education have high social status”, 51.3% of the students chose “more in line with” and 7.89% chose “completely in line with” (Figure 6). (Figure 6). This shows that the social status of teachers in colleges has been highly recognized in the context of moral education, and students have a high evaluation of teachers. College teachers play an important role in personnel training, scientific research, cultural inheritance and innovation, and serving the society. In terms of moral education, college teachers adhere to the basic task of “focusing”, improve the quality of the whole people, and cultivate a large number of talents for national development. College teachers adhere to the combination of teaching and scientific research, combine scientific research work with the actual needs of social development, transform a large number of high-quality scientific research achievements into a service-oriented society, and promote social development and progress.

4.5.3

Further refinement of teacher moral management

With the deepening of the quality improvement of university teachers under the perspective of moral education, the management of teacher morality has been further strengthened. The state pays more attention to the strict implementation of the main responsibility of quality improvement, starting from the main leaders of the university, and establishes a set of working mechanism. In the process of implementing the “one vote veto” for teachers’ misconduct, in addition to punitive measures for teachers in accordance with relevant regulations, a more comprehensive responsibility mechanism has been established to hold the responsible persons of the teachers’ units responsible for the misconduct of teachers accountable and implement rectification.

4.6

The path to improve the quality of college teachers under the task of moral education

4.6.1

Improve the construction and evaluation system of university teachers’ morality

Good rules and regulations help things develop benignly. A perfect and sound quality improvement system and supervision and evaluation system are also beneficial to the construction, maintenance and development of teacher morality. Quality enhancement is not easy to accomplish and often requires specific measures combined with an overall system. Colleges can make use of publicity means to strengthen the propaganda of teacher morality, which is helpful to build up the awareness of teachers and students about teacher morality, and also helpful to make teachers and students pay attention to teacher morality together, thus beneficial to the benign construction of teacher morality. Colleges can carry out various forms of teacher ethics education activities to promote the effective improvement of teacher ethics. Universities can also establish grassroots organizations to improve teachers’ ethics, so as to facilitate the promotion and education of teachers’ ethics on the one hand, and provide a platform for teachers to exchange views and experiences with each other on the other. A complete and sound evaluation system can measure the status of teacher ethics, analyze the causes, and provide a basis for institutional adjustments for quality improvement. Schools should develop reasonable programs and quantify specific indicators to evaluate teachers’ moral status. One is that students are the direct recipients of teachers’ educational activities, so they have the most direct knowledge and thinking about the state of teacher morality. The school’s appraisal system should focus on students’ opinions or suggestions, and students’ opinions can be collected through questionnaires and other means. Second, it can take the form of mutual evaluation among teachers. Although each teacher is an independent individual, each teacher understands the universality of the teacher development process. Mutual assessment among teachers is beneficial for teachers to self-reflect while discovering the strengths and weaknesses of others, as well as to exchange ideas among teachers to promote common development.

4.6.2

Enhancement of their own quality

Teachers in colleges should cultivate students’ consciousness of loving the country and the Party. In addition to theoretical teaching, the cultivation of consciousness also requires teachers to set an example by themselves and set a model for students to learn from. This requires teachers to firmly establish the correct concept of education, strengthen the study of the Party’s political theory, insist on arming their thoughts with scientific theoretical ideas, establish firm faith in the Party and the country, consciously resist bad social trends, and provide a model for students. Teaching is a profession of teaching and educating people. The cultivation of talents cannot be completed overnight, and the education process is not only long, but also requires teachers to devote their hearts and souls. In the face of this task, teachers in colleges should establish the right professional ethics, love their profession, be willing to dedicate themselves, abide by integrity, guide and educate students attentively and pay attention to their growth. Teachers should also have the right learning attitude and constantly supplement their cutting-edge professional knowledge, which can both increase the content of education and teaching and set a model of lifelong learning for students. Teachers should establish a love of the Party and patriotic beliefs, strengthen professional ethics and put them into practice, only in this way can teacher ethics be improved.

5

Conclusion

The responsibility of colleges is to cultivate talents, and college teachers play a key role in solving the task of talent cultivation. Students not only acquire cultural knowledge from university teachers, but also are subtly influenced by them. The quality of teachers affects students’ attitudes to varying degrees. Teachers’ understanding and view of society also affect students’ perception of social reality to a certain extent, and even the overall understanding and view of the whole society, thus affecting students’ “three views”. In general, improving the quality of colleges is an important part of realizing the task of education and moral education. The task of education creation gives new significance and puts forward new requirements for improving the quality of colleges.

Idioma:: Inglés

Calendario de la edición:: 1 veces al año
Temas de la revista:: Ciencias de la vida, Ciencias de la vida, otros, Matemáticas, Matemáticas aplicadas, Matemáticas generales, Física, Física, otros

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Analysis and New Connotation of the Improvement Path of College Teachers’ Quality using Data Mining in the Perspective of Establishing Virtuous People

Jiapin Cao

Publicado en línea: 27 feb 2025

Recibido: 22 sept 2024

Aceptado: 12 ene 2025

DOI: https://doi.org/10.2478/amns-2025-0095

Palabras clavemoral education, quality of college teachers, necessity, path

© 2025 Jiapin Cao et al., published by Sciendo

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

Palabras clave
moral education, quality of college teachers, necessity, path