Professional Development of New Faculty Members and Its Impact on Their Performance
Author(s)
Dr. Mohamad Shehada , Dr. Sahar Abojaroor ,
Download Full PDF Pages: 78-91 | Views: 939 | Downloads: 212 | DOI: 10.5281/zenodo.3441830
Abstract
The main objective of the study is to increase new faculty members’ awareness towards continuing professional development, and to encourage top management to support extensive coaching courses and realize the strong relation between professional development for new faculty members and their performance. The study concluded that top management support for training programs has a great effect on new faculty members’ performance. It showed that new faculty members have really positive attitudes towards continuing professional development. It also asserts that there is a real significant relationship between professional development courses and learners outcomes. The study recommended more learning, coaching and collaboration to new faculty members and top management should encourage them to attend seminars, conferences and social activities.
Keywords
professional development, performance, workshops, learning, coaching, collaboration
References
i. Aguirre, A. (2000), Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. ASHE-ERIC Higher Education Report. Jossey-Bass, San Francisco, CA.
ii. Boise, R. (2000), Advice for New Faculty Members: Nihil Nimus. Allyn & Bacon, Needham Heights, MA
iii. Cochran-Smith and Lytle,(2001), “Beyond certainty, taking an inquiry stance on practice” In: Lieberman, A. :Miller, L.(Eds), Teachers taught in the action: professional development that matters. New York: Teachers college press.http://unesdoc.unesco.org/images/0013/001330/133010e.pdf
iv. Gabriel Diaz-Maggioli, (2014), Teacher-Centered Professional Development. Published by ASCD. ISBN 0871208598, 9780871208590 // http://books.google.com/books?id=u5hVAxXI2q8C&pg=PA1&dq=definition+of+professional+development
v. Gerard, Stephen A, Selwyn, Neil & Furlong. John (2004), How people learn to use computers: A sociological analysis.Paper presented at the annual conference of the American Educational Research Association, CA.http://ecrp.uiuc.edu/v8n1/chen.html
vi. Goleman, D. Boyatzis R. and McKee A, (2002 ) The emotional reality of teams, Journal of Organizational Excellence. 55-65 21(2) 5
vii. Groves, M. M., Zemel, P. C. (2000), Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media 27: pp. 57
viii. Heck, R. H. Multilevel modeling with SEM. In: Macrolides, G. A., Schumacher, R. E. eds. (2001) New Developments and Techniques in Structural Equation Modeling. Lawrence Erlbaum, Mahwah, NJ, pp. 89-127
ix. Johnsrud, L. K. (2002), Measuring the quality of faculty and administrative work life: Implications for college and university campuses. Research in Higher Education 43: pp. 379-395
x. Johnsrud, L. K., Rosser, V. J. (2002) Faculty members' morale and their intentions to leave: A multilevel explanation. The Journal of Higher Education 71: pp. 34-59
xi. Morgan, Elizabeth (2004) “Teachers Professional Development." Teachers Professional Development. 24 May.. E-zine Articles.com. 19 Dec 2008 <http://ezinearticles.com/?Teachers-Professional-Development&id=205031>.
xii. Muthén, L. K., Muthén, B. O. (2002) Mplus: The comprehensive modeling program for applied researchers user's guide. Muthén & Muthén, Los Angeles, CA
xiii. Nelson, B.S.(1999), “Reconstructing teaching. Interactions among changing beliefs, subject matter knowledge, instructional repertoire, and professional culture in the process of transforming one’s teaching’. In Solomon, M.Z. The diagnostic teacher: constructing new approaches to professional development. New York: Teachers College Press. http://unesdoc.unesco.org/images/0013/001330/133010e.pdf
xiv. Privateer, P. M. (1999), Academic technology and the future of higher education: Strategic paths taken and not taken. The Journal of Higher Education 70: pp. 60-79
xv. Raykov, T., Marcoulides, G. A. (2000), A First Course in Structural Equation Modeling. Lawrence Erlbaum, Mahwah, NJ
xvi. Rice, M. L., Miller, M. T. (2001), Faculty involvement in planning for the use and integration of instructional and administrative technologies. Journal of Research on Computing in Education 33: pp. 328-336
xvii. Stout, R. T. (1996), Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis Archives, 4(2). Retrieved March 31, 2006, fromhttp://epaa.asu.edu/epaa/v4n2.html www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf\
xviii. Tracy M, ( 2000),) "Intrinsic Motivation, Teachers Net Gazette Vol. 1 No 6 (Teacher motivation: a factor for classroom effectiveness and school improvement in Nigeria
xix. Thomas, S. L., Heck, R. H. (2001), Analysis of large-scale secondary data in higher education research: Potential perils associated with complex sampling designs. Research in Higher Education 42: pp. 517-540
xx. Turner, C. S. V., Myers, S. L. (2000), Faculty of Color in Academe: Bittersweet Success. Allyn and Bacon, Needham Heights, MA
xxi. Walling B, and Lewis, M, (2000), “Development of professional identity among professional development school pre-service teachers: longitudinal and comparative analysis”. In: Action in teacher Education, 22 (2A) 63-72
Cite this Article: