Instructional Management and Teacher Innovativeness in Arts and Design Higher Education: An Educational Management Review with Implications for Private Universities in Fujian, China

Ying Fan; Erma De Mesa Maalihan

doi:10.63313/IJED.9114

Authors

Ying Fan College of Fashion and Art Design, Minnan University of Science and Technology, Shishi, Fujian, China Author
Erma De Mesa Maalihan College of Teacher Education, Batangas State University Pablo Borbon Campus, Batangas, Philippines Author

DOI:

https://doi.org/10.63313/IJED.9114

Keywords:

Instructional management, Teacher innovativeness, Arts and design education, Educational management, Teacher professional development

Abstract

Arts and design teachers work where studio practice, curriculum, technology, assessment, and institutional resources intersect. This narrative review synthesizes literature underpinning a doctoral study of instructional management and teacher innovativeness in private higher education. It examines four instructional management dimensions and four innovativeness dimensions. Across the literature, effective practice is associated with curriculum alignment, professional judgment, resources, autonomy, collaboration, self-efficacy, leadership support, and sustained professional learning. Systems Theory, Social Cognitive Theory, and Diffusion of Innovations Theory help explain these interactions. Evidence remains limited for arts and design teachers in private universities in Fujian Province, China. The review supports a context-sensitive instructional management program combining faculty development with policy, resource, and implementation support.

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