Abstract
ABSTRACT This study aimed to assess the effectiveness of the implemented Teacher Development Program (TDP), encompassing these modern approaches, in short-term (after 1 month) and more long-term perspectives (after 1 year). Data on the perceived effectiveness of TDP were collected through a survey. The participants included higher education instructors who had completed the TDP (n = 288). One-way analysis of variance (one-way ANOVA) was employed to establish the relationship between teachers’ demographic variables and the perceived effectiveness of TDP. Differences in the perception of TDP effectiveness over time were determined using paired-sample t-tests. Linear regression was utilised to identify the connection between the perceived effectiveness of TDP and students’ academic success. Higher perceived effectiveness of TDP by instructors predicted higher academic success for their students. The findings, implications, and strengths of the implemented TDP are discussed.
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