Main Article Content

Abstract

Effective teaching in higher education depends on faculty development opportunities such as teaching seminars. This paper delves into how such seminars influence the teaching performance of higher education teachers. This study used a survey research design to examine the effect of Seminar on Teaching (SOT) on the teaching performance rating of randomly selected 172 faculty members of a higher education institution in the Philippines. Results of the t-test showed significant differences in the performance of the faculty members before and after attending the SOT, with an average teaching performance score of 1.5503 (equivalent rating of 80.67) before attending the SOT and 1.4965 (equivalent rating of 83.33) after attending the SOT. Overall, the findings showed that the seminar greatly helped the higher education institutions’ faculty members improve their teaching performance and that the seminar was effective among the faculty members, especially those newly hired or inexperienced in teaching. As educational institutions continue to prioritize the professional development of their faculty, understanding the impact of seminars on teaching has become crucial for fostering a culture of continuous improvement in higher education.

Keywords

Seminar on teaching teaching performance higher education faculty development students Philippines

Article Details

Author Biographies

Ruth Ortega-Dela Cruz, University of the Philippines Los Baños, Philippines

Dr. Ruth A. Ortega-Dela Cruz is an Associate Professor at the Institute for Governance and Rural Development, College of Public Affairs and Development, University of the Philippines Los Baños. She has conducted numerous studies in the field of education and has been recognized with International Publication Awards for her papers published in indexed journals. She has also served as a reviewer and editor for both local and international refereed journals.

Rowena C. Perez, University of the Philippines Los Baños, Philippines

Ms. Rowena C. Perez is a University Extension Specialist at the Office of the Vice Chancellor for Academic Affairs, University of the Philippines Los Baños.

How to Cite
Ortega-Dela Cruz, R., & Perez, R. C. P. (2024). Effect of Seminar on Teaching on the Performance of Teachers in Higher Education. Pan-African Journal of Education and Social Sciences, 5(1), 112–119. https://doi.org/10.56893/pajes2024v05i01.09

References

  1. Akpan, C. P., & Ita, A. A. (2015). Teacher professional development and quality universal basic education in Lagos State, Nigeria. Global Journal of Arts, Humanities and Social Sciences, 3(9), 65-76.
  2. Bandura, A., & Walters, R. H. (1977). Social learning theory: Prentice-hall Englewood Cliffs, NJ.
  3. De Grave, W., Zanting, A., Mansvelder-Longayroux, D. D., & Molenaar, W. M. (2014). Workshops and seminars: enhancing effectiveness. Faculty Development in the Health Professions: A Focus on Research and Practice, 181-195. https://link.springer.com/chapter/10.1007/978-94-007-7612-8_9
  4. Heron, M., & Wason, H. (2023). Developing dialogic stance through professional development workshops. Innovations in education and teaching international, 1-13. https://doi.org/10.1080/14703297.2023.2271892
  5. Kennedy, M. M. (2016). How does professional development improve teaching? Review of educational research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800
  6. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
  7. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge. https://doi.org/10.4324/9780429299612
  8. Lizette Neng, S., & Cheo, N. (2022). The effect of teachers’ participation in seminars on their teaching effectiveness in secondary schools in Tubah Sub Division. Procedia of Philosophical and PedagogicalSciences,178-191. https://procedia.online/index.php/philosophy/article/view/272
  9. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  10. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
  11. Nyaaba, R. A., Abdul-Gafaar, S., Akulga, C. A., & Kwakye, D. O. (2023). Assessing the impact of continuous professional development of teachers and its effects on satisfaction, achievement, and engagement: Colleges of Education, Northern Ghana. Journal of Education and Teaching Methods, 2(2), 41-57. https://doi.org/10.58425/jetm.v2i2.178
  12. Ortega-Dela Cruz, R.A. (2020). Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education. Journal of University Teaching & Learning Practice, 17 (5), 1-19. https://ro.uow.edu.au/jutlp/vol17/iss5/6/
  13. Ortega-Dela Cruz, R.A. (2016). Influence of student English utility and teacher efficacy on English proficiency of high school students. International Journal of Languages Education and Teaching 4 (3), 267-275. ISSN: 2198 – 4999, http://dx.doi.org/10.18298/ijlet.1647
  14. Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge. https://doi.org/10.4324/9781315237473
  15. Shojaee, A., Foroghi, A., & Saeeidan, N. (2016). A survey of teaching skills workshops influencing professors' performance in university students' classrooms. Sociological Studies of Youth, 7(21), 119-134. https://journals.iau.ir/article_529797.html
  16. Shields, C. M. (2021). Transformative leadership theory: critical, comprehensive, and activist. In The Palgrave Handbook of Educational Leadership and Management Discourse (pp. 1-18). Cham: Springer International Publishing.
  17. Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., ... & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38(8), 769-786. https://doi.org/10.1080/0142159X.2016.1181851
  18. Suryanti, S., & Arifani, Y. (2021). The relationship between blended mathematics professional training and teachers' creativity and effectiveness. International journal of instruction, 14(2), 139-154. https://eric.ed.gov/?id=EJ1291124
  19. Vahedi, Z. (2020). Social learning theory/social cognitive theory. The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, 401-405. https://doi.org/10.1002/9781119547143.ch67
  20. Wallen, N. E., & Fraenkel, J. R. (2013). Educational research: A guide to the process. Routledge.
  21. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  22. Yoon, I., & Kim, M. (2022). Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teaching and Teacher Education, 109, 103565. https://doi.org/10.1016/j.tate.2021.103565