Professional Development Programmes and Academic Staff Pedagogical Practices in CHUSS and COVAB at Makerere University

Abstract

Abstract The study examined the extent to which Professional Development Programmes (PDP) influence academic staff pedagogical practices in CHUSS and COVAB at Makerere University. Basing on Adult Learning and Situated Learning theories, four objectives were derived namely; to establish the influence of PDP on content knowledge practices; course organization practices; knowledge of pedagogical approaches; and classroom management practices. The study employed an embedded research design with a dominant quantitative and minor qualitative approaches. The study respondents and participants comprised of academic staff, academic administrative staff, administrative staff, and undergraduate students in CHUSS and COVAB at Makerere University (Mak). These were sampled using stratified random and purposive sampling. Data were collected using a survey questionnaire, interview guides, FGDs, observation checklists, and a document review guide. Quantitative data were analyzed using frequencies, percentages, means and standard deviations at descriptive level. The study hypotheses were analyzed using Pearson Correlation Co-efficient and Simple Linear Regression analysis technique while qualitative data were thematically analysed. Findings revealed that PDP significantly influence content knowledge; course organization; and knowledge of pedagogical approaches. On the other hand, findings revealed that, PDP insignificantly influence classroom management practices. On the basis of this evidence, it was concluded that PDP significantly influence content knowledge; course organization; and knowledge of pedagogical approaches only, but PDP do not influence academic staff classroom management practices. It was recommended that the Directorate of Human Resources at Mak should organize continuous need-based PDP laying emphasis on practices that address content focus, active learning, coherence, collective participation in a bid to improve on content knowledge, course organization and knowledge of pedagogical approaches. However, the aforementioned university administrators should not over emphasis organisation of PDP with expectation of improving classroom management practices.