An empirical study of professional development of higher education teachers

Tariq Ahmad Wani; Showket Nabi; Mirza Muneeb Manan

doi:10.53730/ijhs.v6nS2.8332

Authors

Tariq Ahmad Wani
educationtariq@gmail.com
School of Education, Central University of Kashmir, Ganderbal, J&K
Showket Nabi School of Education and Behavioral Sciences University of Kashmir, Srinagar, J&K
Mirza Muneeb Manan School of Education and Training, MANUU, Hyderabad, India

Keywords:

professional development, higher education, teachers, quality teaching

Abstract

The investigation was undertaken to study Professional development of Higher Education Teachers. This study examines university teachers and college teachers professional development (PD) on the basis of length of service. The 420 teachers participated in this study from (University of Kashmir 120 and Govt. Recognized Degree Colleges college 300). Random sampling technique was used with equal chance for every University and College teacher to get selected in the sample. For the purpose of present study, Professional Development Index Scale (PDIS) has been constructed by the investigator to measure the level of professional development of the subjects. Percentage, mean, standard deviation and t- test were used to analyze the data. While analyzing the data significance of mean difference between University and college senior and junior teachers on various dimensions of Professional Development, the result depicts that both the groups turned to be significant on professional knowledge dimension. It means that university senior and college senior teachers possess better professional knowledge and professional ethics than their junior teachers. The results further reveal that university senior teachers are well versed with the subject matter and are more reflective in teaching learning process.

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