Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

Abstract

The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level.   The objectives of the study were: to assess university level teachers’ opinion about effectiveness of professional development training with reference to quality teaching, to measure university level teachers’ opinion about the effectiveness of the content  applicability in classroom settings in taught  professional development programs, to find out the effectiveness of  professional development programs in leading to tackle with students  related problems in classroom, to assess the effectiveness of  professional development in introducing innovative teaching strategies.  Data for the study was collected from teachers of Public Sector University.   Major findings of the study were that university teachers were not satisfied with the effectiveness of content of professional development programs. The respondents were not satisfied with the professional development programs with reference to classroom related problems of students; follow-up of training, innovative teaching strategies and reflective practice aspects of professional development programs.    On the basis of present study we   recommended that the content of the professional development programs may be designed to address daily classroom problems of students,    providing practical training in innovative teaching strategies, using innovative teaching strategies that are helpful in effective teaching and proper follow-up of every professional development program may be made mandatory through implementation of rules. In current era reflective practice is an important component of effective teaching. Therefore it is suggested that special programs may be design for training of university teachers in doing reflective practice. The result of the study may lead to redesigning of professional development courses of teachers.

Keywords: Professional developments, university teachers, effectiveness, reflective practice, follow up