Learning and trainings play a vital role in mapping a community. In order to improve the quality of education globally, various programs and institutions are running. The effect of these programs and performance of the institutions can be measured by judging the skills of people who seek from them. We had analyzed the competency enhancement program of National Academy of Higher Education (NAHE) on the performance of college teachers by circulating a questionnaire among teachers who got trained from NAHE. Our results showed a strong correlation between teaching efficiency and training. It was also found that 71% teachers are satisfied with this program. Eighty percent teachers viewed that in-service teacher training is necessary for their professional growth. Forty percent teachers were viewed that National academy for higher education is playing effective role in teacher training. Results of the study showed that this program attained its objectives. Same type of follow-up study of the effect of pedagogical training on teaching in higher education was conducted by Ylanne in Finland in 2006. Results of that study showed that there were most positive changes occurred among teachers who gained more in-service pedagogical courses.On the basis of findings of our study it is recommended that there would compulsory in-service teacher training for college teachers.. It is also recommended that college teacher’s promotion would be linked with in-service teacher training. We think that this study will help in future planning of training program for college teachers
|Journal||International Journal of Business and Social Science|
|Publication status||Published - Oct 2011|
Bibliographical noteThis paper is available online at: http://ijbssnet.com/journals/Vol_2_No_18_October_2011/21.pdf
- NAHE Training
- Continuous professional development
Kayani, M. M., Morris, D., Azhar, M., & Kayani, A. (2011). Analysis of Professional Competency Enhancement Program of NAHE on the Performance of College Teachers. International Journal of Business and Social Science, 2(18), 169-175.