Hierarchical Needs-Driven Development: Evidence-Based Strategies for Teachers in Chinese Private Colleges and Universities

Abstract

This paper aims to systematically explore the current status of teachers in private colleges and universities, with a focus on enhancing the overall quality of the teaching staff and promoting the sustainable development of higher education within these institutions. Specifically, the study examines key dimensions affecting faculty members, including their survival needs, career development prospects, and social identity, through the lens of hierarchical needs theory. By analyzing empirical data and relevant literature, the research identifies critical factors influencing teachers' professional satisfaction and retention. Findings indicate that while the current salary levels are generally sufficient to meet teachers' basic living requirements, there remains room for improvement in compensation to boost motivation and reduce turnover. Moreover, a robust social protection system plays a vital role in fostering teachers’ sense of security and stability. The presence of harmonious and collaborative teaching teams contributes significantly to teachers’ feelings of belonging and emotional support, which in turn enhances their commitment and engagement. Public respect and societal recognition further inspire dedication and professional pride among faculty members. Lastly, a well-established and comprehensive training and development system equips teachers with opportunities for continuous learning and career advancement, enabling them to better realize their personal and professional potential. Based on these insights, the paper proposes evidence-based strategies tailored to address the diverse hierarchical needs of faculty members, aiming to build a stable, motivated, and high-quality teaching workforce in private higher education institutions.