Impact of teachers’ professional development on students’ academic performance in higher education
Cai Zhaohui, Anthony Sylvester Anning
This quantitative research explored the perspectives of Jiangsu University teachers on the impact of teacher professional development on students’ academic performance. Survey questionnaires were used to solicit views from 298 teachers who participated in the study. Confirmatory Factor Analysis and Structural Equation Model were used to analyse the data. It was found out that teachers at Jiangsu University were familiar and interested in some specific Professional Development (PD) programs namely: Courses and Workshops, Reading of Professional Literature, Education Conferences and Seminars, Individual and Collaborative research, Observation visits to other Universities, Conflict Management, Classroom Management and Building Students’ Engagement. It was revealed that teacher professional development programs attended within the past three years have improved teachers’ research abilities and instructional methods. It has also improved students’ outcome significantly according to the teachers. However, it was found out that some factors prevented teachers from participating in the PD programs. Among other things, it emerged that there is lack of employer’s support and that there is a kind of friction between professional development and work schedule. Relevant suggestions have been given to address this challenge.
Cai Zhaohui, Anthony Sylvester Anning. Impact of teachers’ professional development on students’ academic performance in higher education. International Journal of Advanced Education and Research, Volume 5, Issue 2, 2020, Pages 50-57