Evaluation of communication competence among Chinese pre-service teachers: A model construction based on influencing factors

Abstract

This study investigates the development of communication competence among Chinese pre-service teachers by constructing an evaluation model grounded in influencing factors. A total of 600 undergraduate students from universities in Chongqing participated in the study. Data analysis involved exploratory and confirmatory factor analyses, path analysis, correlation analysis, ANOVA, and t-tests. The results revealed three significant predictors: curriculum system, student activities, and interpersonal relationships, each demonstrating a positive impact on communication competence. A structural model was developed that integrates these influencing factors with four core competence elements: information understanding, expression regulation, emotional resonance, and conflict resolution, offering a comprehensive and quantifiable assessment framework. Additionally, the study observed a progressive improvement in communication competence across grade levels, while gender and urban–rural differences diminished over time. These findings underscore the role of higher education in promoting equitable skill development. The proposed model contributes theoretically by expanding current research on communication competence and offers practical value for evaluating and enhancing teacher education programs. This study introduces an evaluation model that integrates institutional factors and core communication competencies, providing a quantifiable framework for assessing pre-service teachers’ communication skills. It contributes to higher education research by supporting policy design, instructional improvement, and equitable talent development in teacher education within the Chinese context.