Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2018 | vol. 14, iss. 3 | 530--541
Tytuł artykułu

Participation in Continuous Professional Development Training and Perceived Teaching Assessment: A Case Study at the Malaysian Technical University

Warianty tytułu
Języki publikacji
Participation in training has been claimed to have various effects on individuals, teams and organizations. In the context of higher education, continuous professional development (CPD) training programs is of utmost importance to improve academicians' competencies, teaching effectiveness and eventually students' performance. However, majority of studies on CPD training programs in Malaysia have been exploratory and descriptive in nature and none has investigated the relationship between participation in CPD training programs and perceived teaching performance. Thus, thus study aimed to bridge the empirical gap using quantitative secondary data from year 2015 to 2017. University's CPD training program participation records and the teaching assessment ratings by students on eighty academicians were included in this study based on the data accessibility from both sources. Descriptive analyses showed that majority of respondents who were rated excellent by students attended CPD training programs. Linear regression analysis showed that 11% of variance in teaching performance was explained by participation in CPD training programs. This finding substantiates the importance of CPD training programs. More importantly, this result shows that compulsory CPD training programs during the initial teaching years is not sufficient to maintain teaching performance. Consequently, academicians need to participate in CPD trainings to upgrade their teaching know-hows. (original abstract)
Słowa kluczowe
Opis fizyczny
  • University Tun Hussien Onn, Malaysia
  • University Tun Hussein Onn, Malaysia
  • University Tun Hussien Onn, Malaysia
  • University Tun Hussien Onn, Malaysia
  • Abadiano, H. R., & Turner, J. (2004). Professional staff development: What works? The NERA Journal, 40(2), 87-91.
  • Adu, E. O., & Okeke, C. I. O. (2014) Factors affecting academicians' participation in continuing professional development (CPD). Journal of Sociology Soc Anth, 5(3), 271-281.
  • Arshad, M., & Naseem, M. A. (2013). Comparison between the Performance of Trained and Untrained Teachers in Lahore. Global Journal of Human Social Science Research, 13(3), 87-96.
  • Arokiasamy L., Ismail M., Ahmad, A., & Othman, J. (2009). Background of Malaysian private institutions of higher learning and challenges faced by academics. The Journal of International Social Research, 2(8), 60-67.
  • Bayar, A., & Kösterelioğlu, I. (2014). Satisfaction levels of teachers in professional development activities in Turkey. Electronic Turkish Studies, 9(2), 321-333.
  • Bayindir, N. (2009). Academicians' perception levels of activities directed towards professional progress. Education, 130(1), 22-29.
  • Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.
  • Easton, L. B. (2008). From professional development to professional learning. Phi delta Kappan, 89(10), 755-761.
  • Blackmore, J. (2008). Repositioning women in educational leadership: the changing social relations and politics of gender in Australia. In Helen C. Sobehart (Ed.), Women leading education across the continents: sharing the spirit, fanning the flame (pp. 73-83). Lanham: Rowman and Littlefield Education.
  • Blundell, R., Dearden, L., & Meghir, C. (1996). The determinants and effects of work-related training in Britain. London: Institute for Fiscal Studies.
  • Chalmers, D., & Gardiner, D. (2015). The measurement and impact of university teacher development programs. Educar, 51(1), 53-80.
  • Cookson, P. S. (1986). A framework for theory and research on adult education participation. Adult Education Quarterly, 36(3), 130-141.
  • Cookson, P. S. (1989). Learners: Research on learners and learning in distance education: A review. American Journal of Distance Education, 3(2), 22-34.
  • Cully, M., Heuvel, A. V., Wooden, M., & Curtain, R. (2000). Participation in, and barriers to, training: The experience of older adults. Review article. Australian Journal on Ageing, 19(4), 172-179.
  • Delamare, F. L. D., & Winterton, J. (2005). What is competence? Human Resource Development International, 8(1), 27-46.
  • Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., et al., (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). National Center for Education Evaluation and Regional Assistance (ERIC).
  • Gibbs, G., & Coffey, M. (2004). The impact of training of university academicians on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education. 5(1), 87-100.
  • Guthrie, G. (1982). Reviews of teacher training and teacher performance in developing countries: Beeby revisited. International Review of Education, 28(3), 291-306.
  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798-812.
  • Hemmings, B. C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research, 25(1), 1-17.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.
  • Jusoff, K., Abu Samah, A., S., & Abdullah, Z. (2009). Enhancing the critical role of Malaysian Institute of Higher Education from Ivy League American Universities Research Culture Experiences. Journal of International Education Studies, 2(3), 106-113.
  • Kahraman, S., Yilmaz, Z. A., Bayrak, R., & Gunes K. (2014). Investigation of pre-service science academicians' self-efficacy beliefs of science teaching. Procedia - Social and Behavioral Sciences, 136, 501-505.
  • Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational Measurement (pp. 17-64). Westport: American Council on Education and Praeger.
  • Knapper, C. (2016) Does educational development matter? International Journal for Academic Development, 21(2), 105-115.
  • Kyndt, E., & Beart, H. (2013). Antecedents of employees involvement in work-related learning: A systemic review. Review of Educational Research, 83(2), 273-308.
  • Lee, H-L. (2005). Developing a professional development programme model based on academicians' needs. The Professional Educator, XXVII(1&2), 39-49.
  • Lee, M. (2009). Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit. Electronic Commerce Research and Applications, 8(3), 130-141.
  • Leisink, P., & Greenwood, I. (2007). Company-level Strategies for raising basic skills: A comparison of Corus Netherlands and UK. European Journal of Industrial Relations, 13(3), 341-360.
  • Lohman, M., C. (2009). A survey of factors influencing the engagement of information technology professionals in informal learning activities. Information Technology, Learning, and Performance Journal, 25(1), 43-53.
  • Lye, L. T. (2013). Opportunities and challenges faced by private higher education institution using the TPACK model in Malaysia. Procedia - Social and Behavioral Sciences, 91, 294-305.
  • Maurer, T. J., Weiss, E. M., & Barbeite, F., G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied Psychology, 88(4), 707-724. DOI: 10.1037/0021-9010.88.4.707.
  • Maurer, T. J., Lippstreu, M. l., & Judge, T. A. (2008). Structural model of employee involvement in skill development activity: The role of individual differences. Journal of Vocational Behavior, 72(2008), 336-350. doi:10.1016/j.jvb.2007.10.010.
  • Meer, M., & Meijden, A. (2013). Sectoral training and education funds in the Netherlands - A case of institutional innovation? ILERA-conference, Amsterdam, June 20-22, 2013.
  • Meister, D., M. (2010). Experienced secondary academicians' perceptions of engagement and effectiveness: A guide for professional development. The Qualitative Report, 15(4), 880- 898.
  • Mewborn, D. S., & Huberty, P. D. (2004). A site-based model for professional development in mathematics at the elementary school level. Pythagoras, 59, 2-7
  • Nair, V. J. (2016). Perceptions and perceived benefits of continuous professional development courses: Lecturers' perspective. Journal of Interdisciplinary Research in Education, 6(1), 35-51.
  • Okechukwu, W. (2017). Influence of training and development, employee performance on job satisfaction among the staff of school of technology management and logistics. Journal of Technology Management and Business, 4(1), 1-16.
  • Othman, A., & Dahari, Z. (2011). Professional development among academic staff at selected Malaysian public universities: Preliminary findings of the impact of the basic teaching methodology course (BTMC). International Journal of Business and Social Science, 2(1), 125-134.
  • Othman, A., Mohin, M., & Dahari, Z. (2013). Professionalism in teaching and learning in higher education: learning from the basic teaching methodology programme. ASEAN Journal of Teaching & Learning in Higher Education, 5(2), 60-74.
  • Özer, N., & Beycioglu, K. (2010). The relationship between teacher professional development and burnout. Procedia Social and Behavioral Sciences, 2, 4928-4932.
  • Pehmer, A. K., Gröschner, A., & Seidel, T. (2015). How teacher professional development regarding classroom dialogue affects students' higher-order learning. Teaching and Teacher Education, 47, 108-119.
  • Pitsoe, V.J., & Maila, W. M. (2012). Towards constructivist teacher professional development Journal of Social Sciences, 8(3), 318-324.
  • Postholm, M., B. (2012). Academicians' professional development: a theoretical review. Educational Research, 54(4), 405-429.
  • Raymond, M. K., Bawa, A. B., & Dabari, I. J. (2016). Utilization of training fund for staff development in Adamawa State Local Government Service Commission. European Journal of Training and Development Studies, 3(4), 1-16.
  • Schieb, L., J., & Karabenick, S., A. (2011). Teacher motivation and professional development: A guide to resources. Math and science partnership - motivation assessment program, University of Michigan, Ann Arbor, MI.
  • Schwab, K., Sala-i-Martin, X., & Brende, B. (2013). The global competitiveness report 2013-2014. Geneva: World Economic Forum.
  • Steyn, G. M. (2012). Reframing professional development for South African schools: An appreciative inquiry approach. Education and Urban Society, 44(3), 318-341.
  • Steyn, G. M. (2014). Delegates' experience of a professional development workshop for staff of Nigerian independent schools: An appreciative inquiry. Mediterranean Journal of Social Sciences, 5(23), 1470-1478.
  • Steyn, T. (2009). Effective implementation of continuing professional development for South African academicians. Acta Academica, 41(1), 256-279
  • Tejada, J. F. (2013). Professionalisation of teaching in universities: Implications from a training perspective. International Journal of Educational Technology in Higher Education, 10(1), 345-358.
  • Torff, B., & Sessions, D. (2008). Factors associated with teachers' attitudes about professional development. Teacher Education Quarterly, 35(2), 123-133. Retrieved from
  • Vemic, J. (2007). Employee training and development and the learning organization. Economics and Organization, 4(2), 209-216.
  • Wabule, A. (2016). Continuous professional development: What role and who benefits? Reflections on teacher development in Uganda. Africa Education Review, 13(3-4), 141-156.
  • Zwick, T. (2012). Training effectiveness - Differences between younger and older employees. In Working and ageing, the benefits of investing in an ageing workforce (Chapter 2, pp. 36-49). Luxembourg: CEDEFOP.
Typ dokumentu
Identyfikator YADDA

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.