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Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University

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 e...

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Main Authors: Abdullah, Nor Hazana, Shamsuddin, Alina, Wahab, Eta, Muazu, Muazu Hassan
Format: Article
Language:English
Published: Academic Publishing Platforms 2018
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
Online Access:http://eprints.uthm.edu.my/5612/1/AJ%202018%20%28270%29.pdf
http://eprints.uthm.edu.my/5612/
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spelling my.uthm.eprints.56122022-01-17T02:16:45Z http://eprints.uthm.edu.my/5612/ Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University Abdullah, Nor Hazana Shamsuddin, Alina Wahab, Eta Muazu, Muazu Hassan LB1025-1050.75 Teaching (Principles and practice) 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 Academic Publishing Platforms 2018 Article PeerReviewed text en http://eprints.uthm.edu.my/5612/1/AJ%202018%20%28270%29.pdf Abdullah, Nor Hazana and Shamsuddin, Alina and Wahab, Eta and Muazu, Muazu Hassan (2018) Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University. Business and Economic Horizons, 14 (3). pp. 530-541. ISSN 1804-5006
institution Universiti Tun Hussein Onn Malaysia
building UTHM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Tun Hussein Onn Malaysia
content_source UTHM Institutional Repository
url_provider http://eprints.uthm.edu.my/
language English
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Abdullah, Nor Hazana
Shamsuddin, Alina
Wahab, Eta
Muazu, Muazu Hassan
Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
description 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
format Article
author Abdullah, Nor Hazana
Shamsuddin, Alina
Wahab, Eta
Muazu, Muazu Hassan
author_facet Abdullah, Nor Hazana
Shamsuddin, Alina
Wahab, Eta
Muazu, Muazu Hassan
author_sort Abdullah, Nor Hazana
title Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
title_short Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
title_full Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
title_fullStr Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
title_full_unstemmed Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University
title_sort participation in continuous professional development training and perceived teaching assessment: a case study at the malaysian technical university
publisher Academic Publishing Platforms
publishDate 2018
url http://eprints.uthm.edu.my/5612/1/AJ%202018%20%28270%29.pdf
http://eprints.uthm.edu.my/5612/
_version_ 1738581396988887040
score 13.211869

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