A Causal Model of Quality Teaching of Art Teachers in Shangrao, Jiangxi Province

Abstract

This study examines the causal relationships among strategy, leadership, student orientation, teaching atmosphere, participation management, parental participation, research ability, and quality teaching of art teachers in Shangrao, Jiangxi Province. A mixed-methods approach was used, collecting quantitative data from 400 university students and qualitative insights from 20 key informants. Structural Equation Modeling (SEM) was employed for data analysis. Results confirm that leadership, teaching atmosphere, and strategy significantly impact quality teaching, with teaching atmosphere having the strongest direct effect (0.512). Strategy and participation management influence teaching quality indirectly through leadership and parental participation. The model demonstrated a good fit with empirical data (χ²/df = 1.84, GFI = 0.970, RMSEA = 0.045). Collectively, these factors explained 72.4% of the variance in teaching quality. Findings highlight the importance of leadership development, a positive teaching atmosphere, and strategic planning in improving art education. Policymakers should strengthen leadership practices, foster collaborative environments, and integrate strategic planning into art education curricula to enhance teaching outcomes.