Abstract
This research aimed at investigating university teachers’ engagement in CPD activities, perceived
importance of different CPD activities, skills to be focused in future training and barriers in
professional development of teachers. Comparison of teachers’ opinions was also made by gender
and discipline. A self-developed questionnaire was administered to 700 conveniently selected
teachers that belonged to four faculties. The data were analyzed by applying descriptive statistics
including frequency of responses, mean scores and standard deviation, and t-test of independent
samples for comparing views of respondents from different groups. The results showed that
teachers were moderately engaged in all the fifteen professional development activities included in
the questionnaire. Producing research papers, reviewing articles for journals, and developing
teaching and learning materials were activities rated highly important by teachers. There was no
significant difference in male and female teachers’ opinions about their involvement in CPD
activities. However as compared to teachers of social sciences, teachers of science disciplines were
more involved in CPD activities. The respondents considered communication skills, management
skills and research skills important for inclusion in their future training. Time, funding and unavailability of study leaves were major barriers that affected continuous professional development
of teachers. It was suggested that professional development of university teachers may be taken as
ongoing process. For helping teachers improve their academic and research skills, workshops and
seminars must be frequently planned and organized by the universities.
Muhammad Dilshad, Humera Batool, Bashir Hussain. (2019) Continuous Professional Development of Teachers: A Case of Public Universities in Pakistan, Bulletin of Education & Research, Volume 41, Issue 3.
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