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dc.contributor.authorKalule, John
dc.date.accessioned2022-04-13T12:49:56Z
dc.date.available2022-04-13T12:49:56Z
dc.date.issued2022-03-22
dc.identifier.citationKalule, J. (2022). Professional Development Programmes and Academic Staff Pedagogical Practices in CHUSS and COVAB at Makerere University. Unpublished PHD thesis. Makerere University Kampala-Uganda.en_US
dc.identifier.urihttp://hdl.handle.net/10570/10114
dc.descriptionDissertatin Submitted to the Directorate of Research and Graduate Training in partial fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy of Makerere University.en_US
dc.description.abstractAbstract 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.en_US
dc.description.sponsorshipMakerere Universityen_US
dc.language.isoenen_US
dc.publisherMakerere Universityen_US
dc.subjectprofessional development progrmmmesen_US
dc.subjectCHUSS and COVAB Departmentsen_US
dc.subjectEducationen_US
dc.titleProfessional Development Programmes and Academic Staff Pedagogical Practices in CHUSS and COVAB at Makerere Universityen_US
dc.typeThesisen_US


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