Development and Evaluation of a PLC-Based Reflective Driving Model for Enhancing Foreign Language Teachers' Teaching Competency in a Chinese Private University

Abstract

This research consists purposes were 1. to develop the PLC-RD (Professional Learning Community - Reflective Driving) model for enhancing foreign language teachers' teaching competency in a Chinese private university based on the integration of multi-source empirical data and 2. to evaluate the PLC-RD model in terms of appropriateness, feasibility, and usefulness through focus group discussion and expert review, and to refine the model accordingly. Employing a two-phase mixed-methods Research and Development design, Phase 1 constructed the model using Priority Needs Index analysis (N = 179), PLS-SEM mechanism verification, and interviews (10 teachers, 4 administrators). Phase 2 evaluated the draft via a focus group (N = 6) and an expert panel (N = 5). Results indicated digital pedagogical competency was the highest-priority need, and reflective practice fully mediated the relationship between PLC participation and teaching competency (beta = 0.358, p < .001). The finalized model features four functional layers Needs Diagnosis, Condition-Building, Mechanism-Driving, and Capability Output supported by a Continuous Resource Support Platform and a dual-loop feedback structure. Evaluation confirmed high appropriateness, feasibility, and usefulness, with the focus group and expert panel yielding overall means of 4.44 and 4.43 (SD = 0.51), respectively. This model offers an evidence-based, context-sensitive framework for teacher development in resource-constrained higher education settings.