Professional Development Status of Teaching Staff in a Ugandan Public University

Autor/inn/en	Kasule, George Wilson; Wesselink, Renate; Mulder, Martin
Titel	Professional Development Status of Teaching Staff in a Ugandan Public University
Quelle	In: Journal of Higher Education Policy and Management, 38 (2016) 4, S.434-447 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2016.1181883
Schlagwörter	Foreign Countries; Public Colleges; College Faculty; Faculty Development; Job Performance; Teacher Participation; Semi Structured Interviews; Questionnaires; Deans; Department Heads; Administrator Attitudes; Teacher Education Programs; Learning Activities; Teacher Attitudes; Content Analysis; Qualitative Research; Statistical Analysis; Likert Scales; Uganda + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Work performance; Arbeitsleistung; Fragebogen; Dean; Dekan; Lernaktivität; Lehrerverhalten; Inhaltsanalyse; Qualitative Forschung; Statistische Analyse; Likert-Skala
Abstract	A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff's job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching staff (n = 126). Deductive content analysis and descriptive statistics techniques were used to analyse qualitative and quantitative data, respectively. It was established that university teaching staff rarely participate in professional development activities. Nevertheless, activities such as accredited university teacher education and training, symposia, workshops, and professional networks, all oriented on contemporary teaching and learning, research and innovation, and community development activities, are perceived to be important in improving teaching staff job performance. Thus, there is a need to make participation in formal and informal professional development activities mandatory for university teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01