Anshu Kumar, Pushpender and Mokha,Anupreet Kaur
Impact of professional development programmes on teaching-learning skills of teachers - Bihar Journal of Public Administration - 21(2), Jul-Dec, 2024: p.909-926
It is globally recognised that progress in education essentially requires the improvement in efficiency and optimising talent of teachers through designed programmes. Thus, it becomes imperative to examine the Faculty Development Programmes (FDPs)under Pandit Madan Malviya National Mission on Teachers and Training (PMMMNMTT) in India in terms of its effectiveness. As such,the present paper attempts to evaluate the outcome of FDPs by conducting survey of 344 faculty members from Faculty Development Centres (FDCs) across the country. The main aim of this research is to evaluate the teaching-learning skill of teachers in connection with teachers’ professional development, self-efficacy, and teaching competency, as well as to examine the interrelationships among these factors. Confirmatory factor analysis (CFA) was employed to assess construct reliability, validity, and the fitness of the measurement model and structural equation modelling (SEM) was used to test the hypothesised relationships between independent and dependent variables. It is evident from the study that self-efficacy should be integrated as a central part of the professional development framework for educators.- Reproduced
http://www.iipabiharbranch.org/upload/BJPA%20Vol%20XXI%20No.%202%20Jul-Dec%202024.pdf
Faculty development programmes, Professional development, Self-efficacy, Teacher competency, Teacher satisfaction.
Impact of professional development programmes on teaching-learning skills of teachers - Bihar Journal of Public Administration - 21(2), Jul-Dec, 2024: p.909-926
It is globally recognised that progress in education essentially requires the improvement in efficiency and optimising talent of teachers through designed programmes. Thus, it becomes imperative to examine the Faculty Development Programmes (FDPs)under Pandit Madan Malviya National Mission on Teachers and Training (PMMMNMTT) in India in terms of its effectiveness. As such,the present paper attempts to evaluate the outcome of FDPs by conducting survey of 344 faculty members from Faculty Development Centres (FDCs) across the country. The main aim of this research is to evaluate the teaching-learning skill of teachers in connection with teachers’ professional development, self-efficacy, and teaching competency, as well as to examine the interrelationships among these factors. Confirmatory factor analysis (CFA) was employed to assess construct reliability, validity, and the fitness of the measurement model and structural equation modelling (SEM) was used to test the hypothesised relationships between independent and dependent variables. It is evident from the study that self-efficacy should be integrated as a central part of the professional development framework for educators.- Reproduced
http://www.iipabiharbranch.org/upload/BJPA%20Vol%20XXI%20No.%202%20Jul-Dec%202024.pdf
Faculty development programmes, Professional development, Self-efficacy, Teacher competency, Teacher satisfaction.