IDEAS home Printed from https://ideas.repec.org/a/pdc/jrnbeh/v14y2018i3p531-541.html
   My bibliography  Save this article

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

Author

Listed:
  • Nor Hazana Abdullah
  • Alina Shamsuddin
  • Eta Wahab
  • Muazu Hassan Muazu

Abstract

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.

Suggested Citation

  • Nor Hazana Abdullah & Alina Shamsuddin & Eta Wahab & Muazu Hassan Muazu, 2018. "Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University," Business and Economic Horizons (BEH), Prague Development Center, vol. 14(3), pages 530-541, June.
    • Handle: RePEc:pdc:jrnbeh:v:14:y:2018:i:3:p:531-541
    DOI: 10.15208/beh.2018.38
    as

    Download full text from publisher

    File URL: https://academicpublishingplatforms.com/downloads/pdfs/beh/volume32/201805231544_38_BEH_2018_Vol14_Issue3_Abdullah_et_al_Participation_professional_development_pp.530-541.pdf
    Download Restriction: no
    File URL: https://academicpublishingplatforms.com/article.php?journal=BEH&number=32&article=2535
    Download Restriction: no
    File URL: https://libkey.io/10.15208/beh.2018.38?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ke Zhang & Pengfei Chen & Fangyu Xiang & Lei Li, 2023. "Study of the Dilemma of Continuing Professional Development and Coping Strategies of University Teachers in Remote Areas of China," International Journal of Higher Education, Sciedu Press, vol. 12(6), pages 137-137, December.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Murphy, Richard & Weinhardt, Felix & Wyness, Gill, 2021. "Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools," Economics of Education Review, Elsevier, vol. 82(C).
    2. Matthew A. Kraft & John P. Papay & Olivia L. Chi, 2020. "Teacher Skill Development: Evidence from Performance Ratings by Principals," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 39(2), pages 315-347, March.
    3. Stacy, Brian, 2014. "Ranking Teachers when Teacher Value-Added is Heterogeneous Across Students," EconStor Preprints 104743, ZBW - Leibniz Information Centre for Economics.
    4. Michael Bates & Michael Dinerstein & Andrew C. Johnston & Isaac Sorkin, 2022. "Teacher Labor Market Equilibrium and Student Achievement," CESifo Working Paper Series 9551, CESifo.
    5. Hendricks, Matthew D., 2014. "Does it pay to pay teachers more? Evidence from Texas," Journal of Public Economics, Elsevier, vol. 109(C), pages 50-63.
    6. Papay, John P. & Kraft, Matthew A., 2015. "Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement," Journal of Public Economics, Elsevier, vol. 130(C), pages 105-119.
    7. Sorensen, Lucy C. & Holt, Stephen B., 2021. "Sorting it Out: The Effects of Charter Expansion on Teacher and Student Composition at Traditional Public Schools," Economics of Education Review, Elsevier, vol. 82(C).
    8. Josh Kinsler, 2012. "Beyond Levels and Growth: Estimating Teacher Value-Added and its Persistence," Journal of Human Resources, University of Wisconsin Press, vol. 47(3), pages 722-753.
    9. Mason, Patrick L., 2010. "Assessing difference: examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models," MPRA Paper 27903, University Library of Munich, Germany.
    10. Allison Atteberry & Susanna Loeb & James Wyckoff, 2013. "Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness," NBER Working Papers 19096, National Bureau of Economic Research, Inc.
    11. Dahlum, Sirianne & Knutsen, Carl Henrik, 2017. "Do Democracies Provide Better Education? Revisiting the Democracy–Human Capital Link," World Development, Elsevier, vol. 94(C), pages 186-199.
    12. Hendricks, Matthew D., 2015. "Towards an optimal teacher salary schedule: Designing base salary to attract and retain effective teachers," Economics of Education Review, Elsevier, vol. 47(C), pages 143-167.
    13. Canales, Andrea & Maldonado, Luis, 2018. "Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics," International Journal of Educational Development, Elsevier, vol. 60(C), pages 33-50.
    14. Helen F. Ladd & Lucy C. Sorensen, 2017. "Returns to Teacher Experience: Student Achievement and Motivation in Middle School," Education Finance and Policy, MIT Press, vol. 12(2), pages 241-279, Spring.
    15. Bianchi, Nicola & Lu, Yi & Song, Hong, 2022. "The effect of computer-assisted learning on students’ long-term development," Journal of Development Economics, Elsevier, vol. 158(C).
    16. Masood Badri & Ali Alnuaimi & Jihad Mohaidat & Guang Yang & Asma Al Rashedi, 2016. "Perception of Teachers’ Professional Development Needs, Impacts, and Barriers," SAGE Open, , vol. 6(3), pages 21582440166, August.
    17. Guido Matias Cortes, 2016. "Where Have the Middle-Wage Workers Gone? A Study of Polarization Using Panel Data," Journal of Labor Economics, University of Chicago Press, vol. 34(1), pages 63-105.
    18. Cook, Jason B. & Mansfield, Richard K., 2016. "Task-specific experience and task-specific talent: Decomposing the productivity of high school teachers," Journal of Public Economics, Elsevier, vol. 140(C), pages 51-72.
    19. Bando, Rosangela & Li, Xia, 2014. "The Effect of In-Service Teacher Training on Student Learning of English as a Second Language," IDB Publications (Working Papers) 6596, Inter-American Development Bank.
    20. Jacobus Cilliers & Brahm Fleisch & Cas Prinsloo & Stephen Taylor, 2020. "How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching," Journal of Human Resources, University of Wisconsin Press, vol. 55(3), pages 926-962.

    More about this item

    Keywords

    Continuous professional development training; teaching performance; higher education; training participation;
    All these keywords.

    JEL classification:

    • M0 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:pdc:jrnbeh:v:14:y:2018:i:3:p:531-541. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Jaroslav Holecek (email available below). General contact details of provider: https://edirc.repec.org/data/pradecz.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.