Academic Staff Development

Internship-based learning has become one of the most effective methods for preparing students for professional careers. In today's competitive job market, theoretical knowledge alone is often not enough to secure employment opportunities. Companies now prefer candidates who already possess practical exposure and workplace experience.

This study examined the influence of strategic sensitivity on academic staff productivity at Bamidele Olumilua University, Ikere Ekiti (BOUESTI), Nigeria. A quantitative cross-sectional survey design was employed, targeting a population of 523 full-time academic staff, with 232 valid responses obtained through stratified random sampling. Data were collected using a structured questionnaire measuring strategic agility as environmental scanning, strategic foresight, and strategic responsiveness, and productivity as teaching effectiveness, research output, and institutional service. Descriptive statistics, Pearson correlation, and multiple regression analyses were conducted using SPSS. Findings revealed that academic staff reported moderate to high levels of strategic sensitivity (Mean = 3.71, SD = 0.68) and productivity (Mean = 3.74, SD = 0.65). Pearson correlation showed significant positive associations between all dimensions of strategic sensitivity and productivity (r = 0.41-0.52, p < 0.01). Multiple regression analysis indicated that strategic sensitivity significantly predicts academic staff productivity (F = 42.87, p < 0.001, R² = 0.46). Environmental scanning (β = 0.31, p < 0.001) and strategic foresight (β = 0.28, p < 0.001) were the strongest predictors, while strategic responsiveness also had a moderate but significant effect (β = 0.19, p = 0.008). The study concludes that strategic sensitivity is a key determinant of academic staff productivity, with environmental scanning and foresight playing particularly important roles. Findings support Dynamic Capability Theory, highlighting that faculty ability to sense, anticipate, and respond to environmental changes enhances performance in teaching, research, and institutional service. The study recommends that universities implement professional development programs, provide access to resources, and encourage faculty involvement in strategic decision-making to optimize productivity outcomes.

Every nation strives towards the provision of quality education for its citizens in realization of the fact that it is necessary to engineer and consolidate any nation’s developmental process. This cannot be achieved  without  teachers  because  education  can be  achieved  through  teaching  and  learning. However,  achieving  quality  education  could  be  a  mirage  when  teacher  education  is  not  in  good shape. This is true because the quality of educational system depends on the quality of teachers in the system. This  paper conceptually examined challenges of teachers’ education in promotion of quality education  velopment;  issues  of  teacher  education  in  Nigeria;  the  roles  of  professional  development programme  for  teachers  in  Nigeria  well  as  challenges  of  teachers’  education.  The  roles  of educational  management  agencies  in  mitigating  the  Challenges  of  Teachers’  education  were discussed.  It  was  concluded  that  capacity  development  among  teachers  require  the  support  of educational  management  agencies  such  as  the  State  Ministry of  Education,  National  Educational Research  Development  Centres  (NERDC),  National  Institute  for  Education  Planning  and Administration (NIEPA), teachers’ association/unions, school proprietors and principals  all have roles  to  play  in  the  quality  assurance of  teacher  education.  Consequently,  it  was  suggested  that teachers’  education  fund  should  be  instituted  through  legislative  process  whereby  companies operating in Nigeria would contribute at least 0.5 to 1% of their profits to professional development of teachers as part of their social responsibility.

Karán működő Civilisztikai Tudományok Intézetének intézetvezető egyetemi tanára, a kar dékánja. Több mint két évtizedes gyakorlati tapasztalattal rendelkezik a felsőoktatásmenedzsment területén, így -többek között -az integrált szegedi egyetem hallgatói szolgáltatásainak kialakítását koordináló igazgatóként, az innovációs igazgatóság jogi munkacsoportja vezetőjeként, egyetemi projektek menedzsereként. Kutatásainak egyik jelentős szegmensét képezi a szellemi tulajdonjog, a technológia-transzfer.

The purpose of this study was to get an understanding of the local context of the triple helix relationships among government, academia and industry and generate critical knowledge and policy advice that would foster socio-economic development. The triple helix model describes a system of overlapping interactions showing that while industry operates as the centre of production, the government acts as the source of contractual relations that guarantee stable interaction and exchange. Not only have industries in Africa been unable to convert research results into innovative commercial products, but they have also made limited contributions to universities and the research development agenda. While the majority of studies on the impact of the triple helix have been conducted in developed countries, little is known about its application in developing countries. There is now a need to consider the suitability and impact of applying this model in developing countries like Zambia. Data collection involved semi-structured interviews and a questionnaire survey. Respondents were drawn from various institutions including Chambers of Commerce and Industry, Chamber of Mines, Zambia Chamber of Commerce and Industry, Zambia Association of Manufacturers, government ministries and agencies, non-governmental organisations, embassies, universities and research institutions, private and public companies, etc. Interview transcripts were reviewed using thematic analysis to identify the key patterns in stakeholder perspectives on the dynamics involved in collaborative activities among the triple helix actors. On the other hand, a descriptive and inferential statistical analysis was subsequently conducted on quantitative data to test the resulting conceptual model.
Findings were based on five key objectives: the level/nature of collaboration, enablers of collaboration, inhibitors of collaboration, roles of stakeholders, and performance measures that can be used to monitor interventions in triple helix collaborations. Regarding the nature/level of collaborations, it was found that collaborations among the three stakeholders were largely non-existent. Where these existed, they were observed to be weak and stakeholders performed distinct roles within the collaboration. Concerning
xvii
enablers of collaboration, findings show that various key drivers are required to enhance collaboration in Zambia among the triple helix partners. These were categorised into three areas, namely, coordination drivers, funding drivers, and government leadership drivers. Concerning preconditions inhibiting collaboration, findings indicated three categories, namely, lack of policy mechanisms and knowledge integration, university status and capabilities, and related links and values among partners. In terms of the roles of stakeholders in collaborations, the research findings identified four categories of responsibilities. These are:
●
The role of government in supporting collaborations;
●
The role of industry to promote innovation;
●
The role of universities/research institutions which are expected to provide infrastructure for research and innovation; and
●
The role of universities/research institutions which are expected to interact with industry so that relevant technologies can be developed.
Finally, findings on the performance measures for monitoring the triple helix collaboration showed the three categories of performance measures: an increase in socio-economic benefits (new products, new services, new processes, increase in Jobs, etc), an increase in innovation activities, and an increase in knowledge and human skills.
Based on the above findings, it is recommended that the government facilitates the creation of an environment where industry and academia will closely interact with each other through joint research and innovation as industry is incentivised to participate in providing innovation funding at commercialisation stage. While industry may provide advanced innovation funding (at commercialisation stage), the government is expected to provide basic research and technology development/prototyping and testing funding in the early stages of technology readiness levels. Within these collaborations, the industry is also expected to be the centre of innovation through engaging academia that should promote technology development and entrepreneurship. The government is also required to play a facilitator’s role through regulation to ensure that the progress of these
xviii
collaborations is constantly monitored using performance measures to enhance innovation activities and outcomes.
Overall, there is a need for concerted efforts among government, academia, industry, intermediaries and cooperating partners to deliberately enhance the innovation eco-system in Zambia. First, there is a need to continuously strengthen the education system at all levels to promote and emphasise hands-on science, mathematics, innovation, and the commercialisation of intellectual property and entrepreneurship. Second, scientific research and development for product, service and process development should be promoted and supported by developing mechanisms for academia and industry to regularly share and focus on solving industry problems. Specialised research centres or innovation hubs or technology and innovation support centres around national priority and strategic areas/sectors could be opened and funded in select universities and research institutes. Third, it is imperative to promote, through technology transfer offices and TISCs, the registration, protection and utilisation of intellectual property, having clarified ownership issues from publicly funded research activities. Finally, there is a need to endeavour to spend increasingly (targeting 1% of the Gross Domestic Product) on research, development, innovation and commercialisation.
Keywords: Academia, collaboration, government, industry, innovation, triple helix, Zambia

Every nation strives towards the provision of quality education for its citizens in realization of the fact that it is necessary to engineer and consolidate any nation’s developmental process. This cannot be achieved without teachers because education can be achieved through teaching and learning. However, achieving quality education could be a mirage when teacher education is not in good shape. This is true because the quality of educational system depends on the quality of teachers in the system. This paper conceptually examined challenges of teachers’ education in promotion of quality education velopment; issues of teacher education in Nigeria; the roles of professional development programme for teachers in Nigeria well as challenges of teachers’ education. The roles of educational management agencies in mitigating the Challenges of Teachers’ education were discussed. It was concluded that capacity development among teachers require the support of educational management agencies such as the State Ministry of Education, National Educational Research Development Centres (NERDC), National Institute for Education Planning and Administration (NIEPA), teachers’ association/unions, school proprietors and principals all have roles to play in the quality assurance of teacher education. Consequently, it was suggested that teachers’ education fund should be instituted through legislative process whereby companies operating in Nigeria would contribute at least 0.5 to 1% of their profits to professional development of teachers as part of their social responsibility.

This work examines staff development programmes and performance of academic staff in public universities in SouthEast , Nigeria. The general purpose of this study was to examine Access the relationship between conferences and adaptive performance of academic staff and to find out the relationship between mentoring and operational performance of academic staff of Federal Universities in SouthEast , Nigeria. The study reviewed relevant literature under the following sub-headings: conceptual framework, theoretical studies, empirical studies and summary of literature reviewed. This research work was anchored on Expectancy Theory. The study adopted a correlational research design. The population of the study comprised comprised 13,163 of academic staff in public universities in SouthEast , Nigeria. The sample of the study consisted of consists of 388 drawn from the population using Taro Yamane. Data for the study were was from primary and secondary source of data. The instruments that were used for data collection include; Staff Development Questionnaire (SDQ) and academic staff Performance (ASP). The instruments were validated by by face validity and experts' judgment. The reliability was established using test-retest and Cornbeach Alpha. They yielded coefficient values of on the conference and mentoring were considered range of 0.94 which was deemed high to be used for the study. The research questions was answered using simple percentage whereas the hypotheses was tested at .05 level of significance using Pearson Moment Correlation Coefficient. The study found that Conferences had a positive significant relationship with academic staff. (r= 0.455, p=0.000, p<0.05). There is a positive significant relationship between mentoring and adoptive performance of academic staff of Federal Universities in SouthEast , Nigeria. (r = 0.842, p.000 <0.05). The study concluded that staff development had a positive significant relationship academic staff job performance of Federal Universities in SouthEast , Nigeria. The study recommended that therefore, the study recommended that, government should mobilize adequate funds for regular workshops of academic staff in Federal Universities.

The aim of this study was to explore the impact of removal of higher education funding to the delivery and quality of Australian higher education. The data for this paper was collected from academics employed at Institutes of higher education within the Melbourne area in Australia. As the purpose of the study was to gain in-depth information from academics, a qualitative approach was taken. Academics from Institute of higher education were interviewed one on one. The data was analysed using Nvivo to identify themes. There are important contributions that surfaced out of this study, through this study, (i) the factors that are perceived as lowering the quality of higher education was identified. Through that identification, (ii) further investigation and corrective actions can now be taken to ensure that the quality of education is not compromised and the sustainability of these Institutes of Higher Education can be safeguarded. This study also provides recommendations as to what can be done to support Institutes of Higher Education to meet teaching and research goals.

Background: Health responsibility enables an individual to achieve physical, mental, and social well-being. However, physical inactivity has become a global challenge, and that is why the World Health Organisation document for a global action plan on physical activity from 2018 to 2030, with the theme "More active people for a healthier world," is imperative. Physical activity and health responsibility are components of health-promoting behaviours that contribute to the overall health among various populations, including middle-aged staff. This study examined factors that predict physical activity and health responsibility among middle-aged staff of tertiary institutions in SouthWest , Nigeria. Methods: This is a cross-sectional study. The sample comprised 415 academic and non-academic staff, aged between 40 and 65 years. The research questions were framed within the Health Promoting Lifestyle Profile 11 (HPLP-11). Mean, standard deviation, and multiple linear regressions were used for analyses. Results: The findings of the study indicated that middle-aged staff of tertiary institutions had moderate levels of physical activity (x =2.26; SD=.51) and health responsibility (x =2.39; SD=.51). Furthermore, age (beta=.068, p=.001), gender (beta=-.779, p=.053), and presence of a chronic illness (beta=.684, P=.163) were associated with physical activity among middle-aged staff. Conclusion: Middle-aged staff had moderate levels of health responsibility and physical activity. Also, gender is a predictor of health responsibility and physical activity among middle-aged staff. Study De ig Cross-sectional study with 415 academic and nonacademic staff aged 40-65 years from three tertiary institutions. Key I tru e t Health Promoting Lifestyle Profile 11 (HPLP-11) focusing on physical activity and health responsibility subscales. Mai Fi di g Moderate levels of both physical activity and health responsibility, with gender as a significant predictor.

Victoria University&#x27;s Learning in the Workplace and Community (LiWC) policy requires that 25 percent of all courses involve learning in and through the workplace and community. The LiWC approach at Victoria University (VU) in Melbourne seeks to achieve a number of ...

This study examined manpower training and development as a determinant of teachers' effectiveness in Kwara State primary schools. The study was motivated by the need to strengthen instructional quality through structured professional development programmes. A descriptive survey research design was adopted to investigate the relationship between manpower training and development and teachers' effectiveness without manipulation of variables. The population comprised 8,319 public primary school teachers in Kwara State, while the target population consisted of 2,264 teachers across Ilorin East, Moro, and Offa Local Government Areas. A sample of 322 teachers was selected using proportionate sampling technique to ensure fair representation across the three strata. Data were collected using two structured questionnaires titled Manpower Training and Development Programme Questionnaire and Teachers' Effectiveness Questionnaire. The instruments were validated by experts and pilot tested, yielding reliability coefficients of 0.78 and 0.83 respectively. Data were analysed using mean and standard deviation to answer research questions, while linear regression was used to test the hypothesis at 0.05 level of significance. The findings revealed that the overall level of influence of manpower training and development on teachers' effectiveness was high, with a weighted mean of 2.58. Seminar attendance recorded the highest mean influence, followed by conference attendance, off the job training, and workshop attendance. The regression analysis indicated a statistically significant influence of manpower training and development on teachers' effectiveness, with a p value less than 0.05. This result confirms that structured professional development programmes enhance teachers' instructional competence, classroom management skills, subject mastery, and professional confidence. The study concluded that manpower training and development is a critical factor in improving teachers' effectiveness in Kwara State primary schools. Investment in seminars, conferences, workshops, and off the job training strengthens teachers' performance and contributes to improved educational outcomes. The study recommended the development of a comprehensive manpower training policy, regular organization of professional development programmes, adequate funding support, and provision of study leave and sponsorship for teachers. Strengthening manpower training and development frameworks will sustain teacher quality and improve primary education standards in Kwara State.

This study aimed to obtain the relationship and affecting demographic elements between job satisfaction and professional ethical understanding of academician working in nine universities that are members of the Western Black Sea Universities Association. The study group consisted of 440 academicians. The analysis of the data was carried out using descriptive statistics, correlation analysis and CHAID analysis. As a result of the research, it was determined that professional satisfaction and professional work ethics levels of the academicians were high. Also, it was obtained that there is a positive and significant relationship between their professional satisfaction and professional work ethics and that as professional satisfaction increased, their perception of professional work ethics also increased. It was obtained that the most important element affecting the professional satisfaction of the academicians was their age, and that the professional satisfaction of faculty members who were 46 years of age and over was higher. It was obtained that the most important element affecting professional work ethics of the academicians was their titles. The professional work ethics of Research Assistant, Assistant Professor and Associate Professor in faculties were found to be lower compared to those working in the Vocational High School.
Keywords: Professional Satisfaction, Job Satisfaction, Professional Ethics, Business Ethics, Academicians.

Bu çalışmada Batı Karadeniz Üniversiteler Birliğine üye dokuz üniversitede görev yapan öğretim elemanlarının mesleki doyumları ile mesleki etik anlayışları arasındaki ilişkinin ve etkileyen demografik faktörlerin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubu dokuz üniversitedeki 440 akademisyenden oluşturulmuştur. Verilerin analizi betimsel istatistikler, korelasyon analizi ve CHAID analizi kullanılarak gerçekleştirilmiştir. Araştırma sonucunda öğretim elemanlarının mesleki doyumlarının ve mesleki iş etiği düzeylerinin yüksek olduğu belirlenmiştir. Ayrıca mesleki doyumları ile mesleki iş etikleri arasında pozitif yönde anlamlı bir ilişki olduğu ve mesleki doyum arttıkça mesleki iş etik algılarının da arttığı tespit edilmiştir. Öğretim elemanlarının mesleki doyumlarını etkileyen en önemli faktörün yaşları olduğu, yaşı 46 ve üzeri olan öğretim elemanlarının mesleki doyumlarının daha yüksek olduğu belirlenmiştir. Öğretim elemanlarının mesleki iş etiğini etkileyen en önemli faktörün ise unvanları olduğu belirlenmiştir. Fakültede görev yapan ve unvanı Araştırma Görevlisi, Dr. Öğr. Üyesi ve Doç. Dr. olan öğretim elemanlarının mesleki iş etik anlayışı ise MYO’da görevli olanlara göre daha düşük bulunmuştur.
Anahtar Kelimeler: Mesleki Doyum, İş Doyumu, Mesleki Etik, İş Etiği, Akademisyenler.

Session outcomes
By the end of this Graduate Research School session I hope to have imparted some ideas, if not good practice, about how to prepare for doctoral / PGR viva:

The basics – what a viva voce ‘is’ and ‘looks like’ for a doctoral examination.
Discussion: The mock-viva – the jury’s out! (differentiated need / value)
Discussion: Informed by current wisdom –INTERNET – ‘how good’ are aspects of that advice?
Support: GOING INTO a viva, DURING a viva AFTER the viva.

This study investigates how capacity building and curriculum transformation contribute to the effective preparation of pre-service teachers for inclusive education in Colleges of Education in Osun State, Nigeria. Four research questions and three hypotheses were raised for the study. It employs a descriptive survey design involving 150 participants comprising teacher educators and final-year pre-service teachers across three institutions. Using a structured questionnaire and statistical analysis, the study explores the extent of current capacity building initiatives, the degree of curriculum transformation, teacher preparedness, and the challenges faced in implementing inclusive education. Findings reveal that capacity building efforts are limited and inconsistent, with mean values ranging from 2.0 to 2.8. A significant positive relationship was found between capacity building initiatives and pre-service teachers' preparedness (Pearson r = 0.64, p < 0.05). Curriculum reforms are emerging but not yet systemic, with mean values between 2.3 and 2.6; an ANOVA result indicated significant differences among institutions (F(1,98) = 4.23, p = 0.03). While pre-service teachers show moderate preparedness (mean values 2.7 to 3.1), a strong correlation also exists between teacher competence and inclusive education (Pearson r = 0.58, p < 0.05). Challenges such as inadequate instructional materials and large class sizes persist. The study concludes with recommendations for structured training modules, policy support, curriculum review, and institutional collaboration to promote inclusive and sustainable education.

Experiential and work-based learning are not new concepts. Many higher education institutions have developed internal infrastructures and forged relationships with external partners to ensure appropriate work placements can be readily incorporated into the curricula. Such placements can help students to develop specific personal and professional skills that are difficult to teach within classrooms, lecture theatres, and even laboratories. However, for a work placement to fulfil its potential as an effective pedagogical approach, it should closely reflect the specific day-to-day happenings and authentic challenges associated with careers linked to the students’ field of study. The aim of this paper is to argue the case for an initiative designed to prioritise the professional development and employability of students at all levels of higher education. Specifically, the paper will provide a brief review of relevant literature before summarising some of the ongoing efforts within the C...

Universities are facing increasing pressure to better prepare graduates for the workforce. Employers, professional societies and the government are increasingly calling for graduates who are work-ready. The University of Technology Sydney (UTS) Work-Ready Project is a ...

През последните години в България се разви тревожна практика на масово отнемане на моторни превозни средства въз основа на чл. 343, ал. 5 и чл. 343б, ал. 5 от Наказателния кодекс (НК). Тези разпоредби предвиждат конфискация на автомобили, използвани при определени пътнотранспортни нарушения, включително шофиране след употреба на алкохол или наркотични вещества.

Healthy nutrition is essential for bodily wellness and health, likewise, maintaining a nutrientdense diet is critically important for adults because of the impact of food intake on health. The objective of this study was to determine the factors that influence healthy nutrition behaviours among middle-aged staff of tertiary institutions in Ondo State, Nigeria. The Cross-sectional survey design was used in this study. The population of the study was 1967 middle-aged staff of tertiary institutions in Ondo West Local Government Area of Ondo State, Nigeria. A sample size of 415 academic and non-academic staff, aged between 40 and 65 years was used. The nutritional subscale of the Health Promoting Lifestyle Profile II (HPLP-II) developed by Walker et al. (1987) was adopted and used for data collection in this study. The research questions were analyzed with mean and standard deviation while multiple linear regressions were used to test the null hypotheses at 0.05 level of significance. Findings showed that education level (beta = .351, P = .146) and marital status (beta =-.275, P = .088) made the strongest unique contributions to explaining healthy nutrition behaviours of middle-aged staff. It was concluded that educational level and marital status were strong predictors of healthy nutrition behaviours among middle-aged staff of tertiary institution in Ondo State, Nigeria. It was recommended that public health educators should embark on an informative campaign in tertiary institutions to encourage middle-aged staff adopt healthy nutrition practice to enhance the physical condition, cognitive condition, cardiovascular function, immune system and productivity.

In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Teaching and Learning [PG Dip (HETL)] – a collaboration between the Cape Peninsula University of Technology, the University of Stellenbosch and the University of the Western Cape – was offered. The qualification is a two-year part-time course, and the first cohort of participants graduated in December 2015. The question that this paper seeks to address is whether a collaborative qualification, offered to academic staff across very different institutions, can make a contribution towards socially just teaching and learning in higher education. The study draws on Nancy Fraser&#39;s (2003) conceptualisation of social justice, with its three dimensions of redistribution, recognition and representation, as a framework for reflecting on the extent to which the programme contributed towards the development and understanding of socially just pedagogies in professional learning. This paper draws on ...

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adeqauately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. It has further been stated that, although studies by Mewborn & Huberty, (2004:4) in Gumbo (2020:23) affirm that South African teachers are provided with various workshops, training, or meetings that can improve their pedagogical content knowledge (PCK), most of these workshops do not meet the attendees' needs. Similarly, Dlamini and Mbatha (2018:28) affirmed that existing teachers’ professional development does not adequately address their professional needs. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, as well as a lack of good planning for TPD activities and programmes at the school level.
The complexity of the challenges faced by those involved in TPD programmes, as stipulated above, clearly alludes to multiple factors that have shaped the complexity of programme implementation: teachers as the individuals who participate in the programmes, the processes through which such TPD programmes are designed and the nature of the programmes offered, and the institutions that are entrusted with the responsibility to offer the programmes. These factors present challenges to effective content, facilitation, and implementation of the programmes.


3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 
  .

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adeqauately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. It has further been stated that, although studies by Mewborn & Huberty, (2004:4) in Gumbo (2020:23) affirm that South African teachers are provided with various workshops, training, or meetings that can improve their pedagogical content knowledge (PCK), most of these workshops do not meet the attendees' needs. Similarly, Dlamini and Mbatha (2018:28) affirmed that existing teachers’ professional development does not adequately address their professional needs. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, as well as a lack of good planning for TPD activities and programmes at the school level.
The complexity of the challenges faced by those involved in TPD programmes, as stipulated above, clearly alludes to multiple factors that have shaped the complexity of programme implementation: teachers as the individuals who participate in the programmes, the processes through which such TPD programmes are designed and the nature of the programmes offered, and the institutions that are entrusted with the responsibility to offer the programmes. These factors present challenges to effective content, facilitation, and implementation of the programmes.


3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 
  .

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adeqauately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. It has further been stated that, although studies by Mewborn & Huberty, (2004:4) in Gumbo (2020:23) affirm that South African teachers are provided with various workshops, training, or meetings that can improve their pedagogical content knowledge (PCK), most of these workshops do not meet the attendees' needs. Similarly, Dlamini and Mbatha (2018:28) affirmed that existing teachers’ professional development does not adequately address their professional needs. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, as well as a lack of good planning for TPD activities and programmes at the school level.
The complexity of the challenges faced by those involved in TPD programmes, as stipulated above, clearly alludes to multiple factors that have shaped the complexity of programme implementation: teachers as the individuals who participate in the programmes, the processes through which such TPD programmes are designed and the nature of the programmes offered, and the institutions that are entrusted with the responsibility to offer the programmes. These factors present challenges to effective content, facilitation, and implementation of the programmes.


3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 
  .

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

This research explores teacher leadership as a necessary skill in modern education. First, the foundations of teacher leadership are addressed through three axes: the definition of the concept, the essential skills of the teacher leader, and the different leadership styles. Then, the impact of this leadership on students, particularly on their motivation and personal development, as well as on the school, particularly through the commitment of the teaching team and the evolution of educational programs, was analyzed. On a practical level, an observation grid was designed to assess leadership mastery among primary school teachers. The results show gaps in the application of this skill and a notable variation between teachers specializing in educational sciences (LEE) and other teachers. To address this, concrete proposals are put forward, such as the integration of this skill into teachers' professional skills frameworks, in order to give it a central place in the evaluation and supervision processes.

Keywords: Empowerment, Psychological Empowerment, Productivity Nowadays, empowerment is considered as a useful tool for employees&#39; qualitative enhancement or growth and as one of basic factors in increasing employees&#39; productivity. This descriptive study aimed to investigate the effect of psychological empowerment on nurses&#39; productivity in private hospitals of Bandar Abbas. The statistical population of this research included 508 nurses of private hospitals in Bandar Abbas, which finally 217 of those nurses were selected as statistical sample through using stratified random sampling and Cochran&#39;s sample size formula. To collect data, two validated questionnaires including Spreitzer Standard Questionnaire (1995) and Hersey-Goldsmith Questionnaire (1980) were used to measure psychological empowerment and productivity, respectively. The results revealed that there is a significant positive correlation between competency, confidence, impact, and autonomy and nurses&#39;...

Nowadays, empowerment is considered as a useful tool for employees' qualitative enhancement or growth and as one of basic factors in increasing employees' productivity. This descriptive study aimed to investigate the effect of psychological empowerment on nurses' productivity in private hospitals of Bandar Abbas. The statistical population of this research included 508 nurses of private hospitals in Bandar Abbas, which finally 217 of those nurses were selected as statistical sample through using stratified random sampling and Cochran's sample size formula. To collect data, two validated questionnaires including Spreitzer Standard Questionnaire (1995) and Hersey-Goldsmith Questionnaire (1980) were used to measure psychological empowerment and productivity, respectively. The results revealed that there is a significant positive correlation between competency, confidence, impact, and autonomy and nurses' productivity and there is a reversed significant relationship between significance and productivity.

Background Teacher performance is a critical determinant of educational quality, although the factors influencing teacher effectiveness in specific contexts remain underexplored. Understanding these factors in private secondary schools in North Nazimabad, Karachi, is essential for enhancing the quality of education. Objective This study aimed to examine the factors influencing the performance of secondary school teachers in private schools in North Nazimabad Town, focusing on understanding the roles of subject mastery, leadership support, experience, and communication skills in teacher performance. Methods An interpretative phenomenological design guided 40 semi-structured interviews (30 teachers, 10 principals) from 10 systematically selected schools (Englishmedium, ≥ 250 enrolment, mid-fee). Participants' median age was 34 years for teachers (range 24-53) and 45 years for principals (37-58); median classroom and leadership experience were 9 and 17 years, respectively. Verbatim transcripts were coded inductively, yielding 35 codes that collapsed into four teacher themes and five principal themes. A binary endorsement grid tracked whether each participant explicitly linked any driver to stronger student outcomes. Results The teachers reported that deep subject expertise, adaptability in lesson planning, and effective communication promoted stronger student engagement and improved the learning outcomes. Principals highlighted continuous training, transformational leadership, teacher skills, motivation and stakeholder engagement. Endorsement frequencies were high: deep subject expertise (teachers 87%, principals 80%), adaptable lesson planning (80%, 90%) and effective communication (93%, 90%). Supportive leadership was associated with a reported 15% rise in teacher participation in professional-learning communities and two fewer weekly disciplinary incidents per class. Conclusions Effective teaching in resource-constrained Karachi schools hinges on synergistic interactions among strong content knowledge, adaptive planning, high-quality communication and transformational leadership. Prioritising two

This paper explores the use of the pedagogy of discomfort and care in the Teaching Advancement at University (TAU) Fellowships programme, an innovative staff development programme in South African higher education. Our analysis of participant experience of the programme through the lenses of the pedagogy of discomfort and care draws on reflective commentaries submitted by the participants. We found that the initial experience of discomfort was widespread despite the relative seniority of participants. Elements of care built into the programme provided important support, activated agency, and formed the basis for a network of caring relationships among participants. Participants acknowledged these relations as key to their personal and academic growth during the programme and were seeking to extend these beyond the end of the programme.

The following article discusses the worldwide need for professional development in university teaching and the kinds of initiative that are being introduced in some countries. It examines the case for adopting such measures in the Turkish higher education system to ensure quality in all forms of teaching and learning, both on-campus and off-campus. It also considers the barriers to achieving systemic professional development for university teaching and suggests that the solution could lie in professional development via the internet/web and encouraging and supporting an online professional development community.

In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Teaching and Learning [PG Dip (HETL)] – a collaboration between the Cape Peninsula University of Technology, the University of Stellenbosch and the University of the Western Cape – was offered. The qualification is a two-year part-time course, and the first cohort of participants graduated in December 2015. The question that this paper seeks to address is whether a collaborative qualification, offered to academic staff across very different institutions, can make a contribution towards socially just teaching and learning in higher education. The study draws on Nancy Fraser&#39;s (2003) conceptualisation of social justice, with its three dimensions of redistribution, recognition and representation, as a framework for reflecting on the extent to which the programme contributed towards the development and understanding of socially just pedagogies in professional learning. This paper draws on ...

Целта на настоящото изследване е да анализира дали конституционният принцип на „академична автономия“ на висшите училища (по чл.53, ал.4 от Конституцията) води до ограничение на конституционното право на защита на членовете на академичния състав (по чл.16, чл.56 и чл.120, ал.2 от Конституцията).
Резултатите от изследването показват, че административните съдилища не допускат до разглеждане по същество и отхвърлят като недопустими 85% от подадените жалби срещу актове на органи по Закона за висшето образование в периода 2018–2024 г. В съдебната практика са идентифицирани два проблема, които са в основата на тази констатация:
Анализът на съдебната практика по чл.38 от Закона за висшето образование за изследвания период показва, че класифицирането на по-голяма част от актовете на органите на управление на висшите училища като вътрешнослужебни актове по смисъла на АПК е основният проблем за отхвърлянето на съдебните жалби срещу тях като недопустими.
Друга категория жалби, които съдът отхвърля като недопустими за съдебно оспорване по реда на АПК, са тези, с които се оспорват актове на органи на основни звена на висшите училища (актове на факултетни съвети, декани, катедрени съвети, ръководители на катедри). Соченото основание за това е изключването им от възможността за съдебно оспорване на основание чл.38 във вр. с чл.24, ал.1 от Закона за висшето образование. Според цитираните разпоредби от Закона за висшето образование за съдебно обжалване са допустими само актовете на органите за управление на висшите училища.
Анализът на съдебната практика по чл.38 от Закона за висшето образование за изследвания период (2018–2024 г.) категорично показва, че неговата редакция води до ограничение на конституционното право на защита на членовете на академичния състав (по чл.16, чл.56 и чл.120, ал.2 от Конституцията).
Абсолютизирането на принципа на „академична автономия“ започва да води до практики на „академичен субективизъм“ чрез ограничаване на съдебния контрол за законосъобразност върху голяма част от крайните актове, които постановяват органите на висшите училища. Народното събрание на Република България в свое официално решение, което е обнародвано в държавен вестник постановява, че „академичната автономия е довела до отсъствие на академична отговорност пред обществото“, което е още едно доказателство за това.

Higher education in Ecuador is facing new challenges related to improving the quality of teaching and innovation in students´learning. One of the challenges involves integrating research with teaching activities, academic management, and community engagement. The Design-Based Research (DBR) approach becomes key and strategic for effective education. It allows teaching staff to join an interdisciplinary team and influence their immediate context to improve their teaching practice, ensure the quality of the curriculum design, and develop contextualized theories about the educational process. The review will focus on academic manuscripts of Design-Based Research generated by Ecuadorian researchers. These will be sourced from repositories of Ecuadorian universities within the last six years. In this way, it is proposed that Design-Based Research provides the fundamental epistemological and methodological horizons for faculties to integrate research with curriculum design and teaching practice. Thus, educational research will be more concrete and applicable in the immediate teaching contexts for their improvement and innovation, and in turn, the practice itself will reformulate the theory that underpins educational action.

Reward systems are significant organisational management tools for acquiring, retaining, and motivating potential employees and for attaining higher levels of performance. The primary goal of this research is to explore the impact of reward system on academic staff engagement and organisational performance in selected Technical Universities (TUs) in Ghana. To achieve the objective, data was collected using Google Forms from 315 academic staff working at 5 selected TUs. Afterwards, it was gathered in SMART PLS (SEM) and analyzed using descriptive and inferential statistics. The findings revealed that (i) Academic Staff Engagement (ASE) has a significant positive effect on Reward System (RS), (ii) RS has a significant positive effect on Organisational Performance (OP), (iii) ASE influences OP, and (iv) RS significantly mediates the relationship between ASE and OP. Therefore, the findings suggested that the organisational reward system and academic staff engagement are critical human resource factors for improving the performance of the technical institutions. The outcome of this research calls for the policy makers and the TUs management to consider reward system and academic staff engagement programs as tools for driving institutional performance. The study also contributes significantly to the knowledge and the application of ASE, RS, and OP in theory and practice in the context of higher education institutions.

In this research I explored how mathematics teachers can inform their teaching practice through a meta-reflective inquiry into methods of facilitating Whole Brain ® learning in mathematics. Herrmann's Whole Brain ® theory was used as a lens through which to explore leading theories in the fields of constructivism, mathematics education and cognitive psychology by means of a participatory action research innovation, stretching over approximately 3 years. An analysis of these theories validated Herrmann's Whole Brain ® theory as the foundation for a synthesised integrated theory of practice, which also formed the epicentre of the conceptual framework for the research. The conceptual framework was also at the core of the participatory action research. The Herrmann Brain Dominance Instrument ® (HBDI ®) was administered to 8 teacher participants in a school mathematics department. Learners of each of the teacher participants also completed a questionnaire on how they perceived their teachers to facilitate learning and assessment of mathematics. These results were compared to the teacher participants' Herrmann's Brain Dominance Instrument ®. Findings indicate that the Herrmann Brain Dominance Instrument ® initiated scholarly reflection with teacher participants involved in facilitating and assessing the learning of mathematics. The collective reflexive practice was both part of the action research process and an outcome of the research itself. Findings also indicate that the thinking preferences of teacher participants, as tested by the Herrmann Brain Dominance Instrument ® , are not necessarily indicative of their teaching style and teachers involved in postgraduate studies indicated an ability to access their non-dominant thinking mode situationally.