Perceived impact of Continuous Professional Development (CPD) on lecturers’ performance at Tamale Technical University

Abdul Rahaman Rashida , Iddrisu Bariham
{"title":"Perceived impact of Continuous Professional Development (CPD) on lecturers’ performance at Tamale Technical University","authors":"Abdul Rahaman Rashida ,&nbsp;Iddrisu Bariham","doi":"10.1016/j.ssaho.2025.101754","DOIUrl":null,"url":null,"abstract":"<div><div>The purpose of this mixed methods explanatory sequential study was to examine the perceived impact of Continuous Professional Development (CPD) on the performance of academic staff at Tamale Technical University (TaTU). In all, 60 lecturers were surveyed to yield further questions for interviews to probe those results in more depth. Overall, 4-four Deans of Schools and 4-four Heads of Departments were purposively sampled for the interviews. Mean and standard deviation were employed to analyze the quantitative data which was eventually triangulated with the qualitative data. The study found that CPD opportunities such as workshops, conferences, study leaves, collaborative teaching, action research, and university-based training were available for lecturers. A fair criterion was in place for selecting academic staff for those CPDs. It was also discovered that CPD had equipped lecturers with knowledge and skills to improve the quality of their teaching, research, and publications. However, the challenges militating against the CPD of lecturers in TaTU were inadequate staff and high staff turnover, lack of transfer of learning, lack of flexible learning opportunities, lack of training needs assessment, absence of university policy on training and development, lack of time and resources, and limited support from deans, heads of departments and lecturers. The study recommends regular visits to other universities by lecturers to learn best practices, a unified policy from GTEC to regulate CPD in Ghanaian universities, funding support for CPD in TaTU and the need for training needs assessment before planning CPD for academic staff in TaTU.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"12 ","pages":"Article 101754"},"PeriodicalIF":0.0000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social sciences & humanities open","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2590291125004826","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The purpose of this mixed methods explanatory sequential study was to examine the perceived impact of Continuous Professional Development (CPD) on the performance of academic staff at Tamale Technical University (TaTU). In all, 60 lecturers were surveyed to yield further questions for interviews to probe those results in more depth. Overall, 4-four Deans of Schools and 4-four Heads of Departments were purposively sampled for the interviews. Mean and standard deviation were employed to analyze the quantitative data which was eventually triangulated with the qualitative data. The study found that CPD opportunities such as workshops, conferences, study leaves, collaborative teaching, action research, and university-based training were available for lecturers. A fair criterion was in place for selecting academic staff for those CPDs. It was also discovered that CPD had equipped lecturers with knowledge and skills to improve the quality of their teaching, research, and publications. However, the challenges militating against the CPD of lecturers in TaTU were inadequate staff and high staff turnover, lack of transfer of learning, lack of flexible learning opportunities, lack of training needs assessment, absence of university policy on training and development, lack of time and resources, and limited support from deans, heads of departments and lecturers. The study recommends regular visits to other universities by lecturers to learn best practices, a unified policy from GTEC to regulate CPD in Ghanaian universities, funding support for CPD in TaTU and the need for training needs assessment before planning CPD for academic staff in TaTU.
Tamale理工大学持续专业发展(CPD)对讲师绩效的感知影响
本研究旨在探讨持续专业发展(CPD)对Tamale Technical University (TaTU)学术人员绩效的感知影响。总共有60位讲师接受了调查,并提出了进一步的问题,以便更深入地探究这些结果。总的来说,有针对性地抽取了4- 4位学院院长和4- 4位部门负责人进行采访。采用均值和标准差对定量数据进行分析,最终与定性数据进行三角剖分。该研究发现,持续专业发展的机会,如研讨会、会议、学习休假、合作教学、行动研究和大学培训,都可供讲师使用。为这些持续专业进修课程选择学术人员有一个公平的标准。报告亦发现,持续专业进修为讲师提供了知识和技能,以提高他们的教学、研究和出版物的质量。然而,阻碍香港理工大学讲师持续专业进修的挑战是师资不足及人员流失率高、缺乏学习转移、缺乏灵活的学习机会、缺乏培训需求评估、大学缺乏培训和发展政策、缺乏时间和资源,以及院长、系主任和讲师的支持有限。该研究建议讲师定期访问其他大学以学习最佳实践,GTEC制定统一政策以规范加纳大学的持续专业发展,为TaTU的持续专业发展提供资金支持,以及在为TaTU的学术人员规划持续专业发展之前需要进行培训需求评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Social sciences & humanities open
Social sciences & humanities open Psychology (General), Decision Sciences (General), Social Sciences (General)
CiteScore
4.20
自引率
0.00%
发文量
0
审稿时长
159 days
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信