Date of Conferral
3-6-2024
Date of Award
March 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Paulette Koss
Abstract
The problem addressed through this study is the lack of understanding of the instructional faculty members’ perspectives at southeastern university (SEU, pseudonym) on the strengths and professional activities for improvement of professional development program. The purpose of this study was to investigate how instructional faculty members at SEU perceive the strengths and opportunities for improvement of the professional development program. The conceptual framework for this program evaluation design study was based on Andragogy Theory. Fifteen instructional faculty members who participated in professional development activities and teach at least one course per year at SEU were interviewed. NVivo was used for coding process. The results showed recommendations about changes needed in the faculty development program and its offerings at the university. Faculty member found the professional development beneficial but need more efficient technology use. These results contributed positively to implementing new or improved professional development programs for SEU and universities where faculty development is or will become a priority. This study promoted positive social change by providing data for faculty professional development culture to improve teaching practice, professional goals, and skills to build institutional identity at SEU and any higher education institution.
Recommended Citation
Gonzalez, Brenda, "Perceptions of Instructional Faculty Regarding Their Professional Development Program" (2024). Walden Dissertations and Doctoral Studies. 15437.
https://scholarworks.waldenu.edu/dissertations/15437
