Key Success Factors in Faculty Professional Development Programs
DOI:
https://doi.org/10.70232/jrep.v3i2.169Keywords:
Faculty, Professional Development, Key Success Factors, Institutional Commitment, Technology IntegrationAbstract
Faculty Professional Development (FPD) plays a critical role in enhancing teaching effectiveness, strengthening academic capacity, and fostering a culture of continuous learning in higher education institutions. However, across many African university contexts, FPD initiatives remain fragmented, under-resourced, and weakly aligned with faculty needs and institutional priorities. This study examined the key success factors that enable effective and sustainable faculty professional development programs within Ugandan universities. Using a qualitative descriptive research design, data were collected through semi-structured interviews with fifty-six participants, comprising faculty members and administrators drawn from ten public and private universities across four regions of Uganda. The data were analyzed using thematic analysis supported by NVivo 12 software. The findings revealed seven interrelated success factors underpinning effective FPD programs: institutional commitment and support; relevance and customization of program content; continuous and comprehensive learning opportunities; active learning and participant engagement; peer collaboration and professional networking; integration of technology; and systematic evaluation for continuous improvement. These factors explain how institutional alignment, participatory program design, and sustained support mechanisms enhance faculty motivation, skill acquisition, and long-term professional growth. The findings were synthesized into a context-sensitive conceptual framework grounded in adult learning theory and organizational support theory, illustrating interactions between institutional structures and individual learning processes. This study contributes original empirical evidence to the literature on faculty professional development in African higher education. It offers practical implications for university leaders and policymakers seeking to design responsive, inclusive, and sustainable professional development systems. Although situated in Uganda, the findings provide transferable insights to comparable resource-constrained contexts.
References
Agathangelou, S. A., Hill, H. C., & Charalambous, C. Y. (2024). Customizing professional development opportunities to teachers’ needs: Results from a latent profile analysis. The Elementary School Journal, 124(3). https://doi.org/abs/10.1086/728590
Ahadi, A., Bower, M., Lai, J., Singh, A., & Garrett, M. (2024). Evaluation of teacher professional learning workshops on the use of technology-A systematic review. Professional Development in Education, 50(1), 221-237. https://doi.org/10.1080/19415257.2021.2011773
Alkaabi, A. M. (2023). Designing enduring and impactful professional development to support teacher growth. In Innovations in teacher development, personalized learning, and upskilling the workforce (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-6684-5518-0.ch001
Aluma, R. W. (2025). An assessment of quality assurance in higher education at Katigondo National Seminary. Open Access Library Journal, 12(7), 1-14. https://doi.org/10.4236/oalib.1113436
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: Context- specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210-224. https://doi.org/10.1080/19415257.2020.1827011
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brodén, K., Bergkvist, L., Humble, N., Mozelius, P., & Johansson, J. (2023). Redesigning technology-enhanced professional development to facilitate lifelong learning. In ICERI2023 Proceedings (pp. 604-611). IATED. https://doi.org/10.21125/iceri.2023.0220
Chakraborty, D., & Biswas, W. (2020). Motivating factors in a teacher’s research and developmental activities and their impact on effective quality teaching in higher education institutions. Journal of Applied Research in Higher Education, 12(4), 609-632. https://doi.org/10.1108/JARHE-07-2018-0161
Edu, N. (2025). Faculty development and capacity building as key pillars of quality assurance in Nigerian universities. International Journal of Innovative Development and Policy Studies, 13(1), 43-49. https://doi.org/10.5281/zenodo.14757669
Efu, S. I. (2020). An evaluative inquiry into continuing professional development: Understanding faculty perceptions. Teacher Development, 24(5), 688-708. https://doi.org/10.1080/13664530.2020.1823463
Emara, A. E., Gaite, S. S., Kibuuka, M., & Asiimwe, S. (2024). Instructional supervision and students’ grades at completion in private and public universities, Kampala, Uganda. World Journal of Advanced Research and Reviews, 21(3). https://doi.org/10.30574/wjarr.2024.21.3.0991
Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2023). The challenge of keeping teacher professional development relevant. Professional Development in Education, 49(2), 197-209. https://doi.org/10.1080/19415257.2020.1827010
Fakhar, H., Lamrabet, M., Echantoufi, N., & Ajana, L. (2024). Towards a new artificial intelligence-based framework for teachers’ online continuous professional development programs: Systematic review. International Journal of Advanced Computer Science & Applications, 15(4). https://doi.org/10.14569/ijacsa.2024.0150450
Fındık, L. Y. (2025). Adult learning theories. In Exploring adult education through learning theory (pp. 29-54). IGI Global. https://doi.org/10.4018/979-8-3693-5812-2.ch002
Fuller, R., Brown, M. K., & Smith, K. (Eds.). (2023). Adjunct faculty voices: Cultivating professional development and community at the front lines of higher education. Routledge. https://doi.org/10.4324/9781003442882
Hameli, K., Vehapi, A., & Tafili, E. (2025). Fostering innovative work behavior: The role of organizational support and employee self-efficacy. Corporate Communications: An International Journal. https://doi.org/10.1108/CCIJ-09-2024-0166
Hınız, G., & Yavuz, A. (2024). Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case study. Journal of Digital Learning in Teacher Education, 40(2), 97-114. https://doi.org/10.1080/21532974.2024.2325972
Kong, S. C., & Wang, Y. Q. (2024). The impact of school support for professional development on teachers’ adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis. Computers & Education, 215, 105016. https://doi.org/10.1016/j.compedu.2024.105016
Lubin, R., & Voldman, B. (2024). A learning model to foster continuous professional development. In The lifelong learning journey of health professionals: Continuing education and professional development (pp. 99-120). IGI Global. https://doi.org/10.4018/978-1-6684-6756-5.ch005
Luthra, A., Dixit, S., & Arya, V. (2024). Evaluating the impact of faculty development on employee engagement practices in higher education: Analysing the mediating role of professional development. The Learning Organization, 31(4), 565-584. https://doi.org/10.1108/TLO-01-2023-0014
Matiba, F. M. (2024). Motivational factors and barriers to participation in professional development programmes: perspectives from Tanzania higher education faculties. Current Psychology, 43(1), 437-448. https://doi.org/10.1007/s12144-023-04310-z
Mohamed, W. (2024). Impact of educating faculty on student assessment: Beyond satisfaction level. Journal of Applied Research in Higher Education, 16(5), 2108–2125. https://doi.org/10.1108/JARHE-12-2022-0383
Mutseekwa, C., Zimuto, C. N., Manunure, K., & Maeresera, J. (2025). STEM teachers’ use of e-learning resources in scripted lessons: Endeavours toward teacher professional development. Journal of Research in Mathematics, Science, and Technology Education, 2(2), 136–154. https://doi.org/10.70232/jrmste.v2i2.40
Ni, L., Bausch, G., & Benjamin, R. (2023). Computer science teacher professional development and professional learning communities: A review of the research literature. Computer Science Education, 33(1), 29-60. https://doi.org/10.1080/08993408.2021.1993666
Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2024). Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom. Journal of Education and Learning, 18(2), 342-349. https://doi.org/10.11591/edulearn.v18i2.21069
Olaniyan, A. O. & Fakuade, O. V. (2023). Level of ICT available and user competency in post-COVID era in Ugandan universities. African Multidisciplinary Journal of Development, 12(2), 146-152. https://doi.org/10.59568/AMJD-2023-12-2-14
Ostinelli, G., & Crescentini, A. (2024). Policy, culture and practice in teacher professional development in five European countries. A comparative analysis. Professional Development in Education, 50(1), 74-90. https://doi.org/10.1080/19415257.2021.1883719
Park, E. S., & Xu, D. (2024). The effect of Active learning professional development training on college students’ academic outcomes. Journal of Research on Educational Effectiveness, 17(1), 43-64. https://doi.org/10.1080/19345747.2022.2151954
Patfield, S., Gore, J., & Harris, J. (2023). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change, 24(2), 345-363. https://doi.org/10.1007/s10833-021-09446-y
Perry, E., & Booth, J. (2024). The practices of professional development facilitators. Professional development in education, 50(1), 144-156. https://doi.org/10.1080/19415257.2021.1973073
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006
Porcenaluk, S., O’Neachtain, A., & Connolly, C. (2023). Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies, 42(4), 931-948. https://doi.org/10.1080/03323315.2023.2250765
Rodriguez, M., Dooley, K. E., & Roberts, T. G. (2024). A phenomenological study of intensive experiential learning for university faculty professional development. Journal of Experiential Education, 47(4), 685-703. https://doi.org/10.1177/10538259241235915
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Shal, T., Ghamrawi, N., & Ghamrawi, N. A. R. (2025). Webinars for teacher professional development: Perceptions of members of a virtual professional community of practice. Open Learning: The Journal of Open, Distance and e-Learning, 40(1), 91–107. https://doi.org/10.1080/02680513.2023.2296645
Slakmon, B., & Abdu, R. (2024). Learning to notice collaboration: Examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. International Journal of Computer-Supported Collaborative Learning, 19, 137–155. https://doi.org/10.1007/s11412-024-09423-6
Taylor, P. (2023). The complexity of teacher professional growth–unravelling threads of purpose, opportunity and response. Professional development in education, 49(1), 16-29. https://doi.org/10.1080/19415257.2020.1747106
Theodorio, A. O. (2024). Examining the support required by educators for successful technology integration in teacher professional development program. Cogent Education, 11(1), 2298607. https://doi.org/10.1080/2331186X.2023.2298607
Thukia, W. J. (2025). Kenya’s education reform: Embracing a new learning framework. International Journal of Educational Reform. https://doi.org/10.1177/10567879251331218
Uzorka, A., & Olaniyan, A. O. (2023). Leadership role and professional development of technology. Education and Information Technologies, 28(1), 713-723. https://doi.org/10.1007/s10639-022-11201-6
Uzorka, A., Ajiji, Y., Osigwe, M. U., & Ben, I. N. (2021). An investigation of the teaching needs of faculty members with regard to technology. International Journal of Technology in Education and Science, 5(1), 70-106. https://doi.org/10.46328/ijtes.152
Uzorka, A., Namara, S., & Olaniyan, A. O. (2023). Modern technology adoption and professional development of lecturers. Education and Information Technologies, 28(11), 14693-14719. https://doi.org/10.1007/s10639-023-11790-w
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Afam Uzorka, David Makumbi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
