Perceptions and Needs of University Teachers Toward Continuous Professional Development: Evidence from an Emerging Country
Authors: Tumpa Kanij Fatema , Zohora Fatema Tuz , Arafin Murshedul 
Published: September 2024

This study delves into the perceptions and needs of Bangladeshi university teachers regarding Continuous Professional Development (CPD) in classroom teaching. Using a quantitative approach, data was collected from 110 teachers through a standardized questionnaire. The goal of the study is to improve CPD programs by aligning them with the teachers’ needs and perceptions. The results reveal that although many teachers actively participate in CPD activities, their perception of its importance and the support they receive from their institutions varies. While a minority of participants believe CPD is crucial for their current employment, many express encouragement from their institutions to engage in CPD. Popular methods of continuous professional development include attending seminars, webinars, workshops, and accessing online resources. However, teachers face several challenges in participating in CPD, such as limited resources, language barriers, technological constraints, and inadequate institutional support. These limitations highlight the need for more accessible and supportive CPD programs. Teachers prefer CPD activities that promote collaboration, flexibility, and align with their professional goals. They also expect CPD to cover aspects such as curriculum development, teaching methods, and technology integration. The findings stress the importance of initiating CPD programs that cater to the individual needs and preferences of university teachers. Institutions should provide more resources, such as flexible scheduling, financial assistance, and internal workshops, to address the identified challenges and meet teachers’ expectations. By doing so, CPD programs can enhance professional development, classroom performance, and overall teaching satisfaction. This study offers a comprehensive understanding of the CPD requirements and perspectives of university teachers, which can guide the development of more effective and targeted professional development activities in Bangladesh.
Teachers face various challenges to CPD participation, including limited resources, language problems, technology constraints, and insufficient institutional support. These limitations highlight the importance of more supporting and accessible CPD programs. Teachers prefer CPD activities that promote collaboration, flexibility, and alignment with professional goals. Curriculum development, teaching methods, and technology integration are all expected aspects of CPD.
The findings emphasize the need to initiate CPD programs that suit university teachers' individual needs and preferences. Institutions should provide more facilities through flexible scheduling, financial assistance, and internal workshops. By resolving the identified challenges and adapting teachers' expectations, CPD programs can enhance professional development, classroom performance, and overall teaching satisfaction. This study offers in-depth insights into university teachers' CPD requirements and perspectives, influencing the enhancement of more effective and targeted professional development activities in Bangladesh.