Professional Development Program Research Articles

Enhancing the role of pedagogical beliefs in TPACK-based professional development

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.

Using the perceptions of online university students to improve the pedagogy and practice of distance educators

This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus groups were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.

Using threshold concepts about online teaching to support novice online teachers

As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

NEW SPHERE OF INTERDISCIPLINARY KNOWLEDGE "ONE HEALTH": SCIENTIFIC ORIENTATION AND EDUCATIONAL CONTENT

The aim of the study. Based on the analysis of the sources of scientific information, scientific and methodical approaches of the "One Health" concept, justify and develop the "One Health" certificate program for training and continuous professional development of specialists in the field of public health in order to solve complex interdisciplinary problems in the health care field. Materials and methods. The methods of system approach and system analysis, bibliosemantic, historical method, comparative analysis and conceptual modelling were used. Research results and discussion. Taking into account world experience, the joint efforts of the leading scientific and pedagogical staff of the departments of the Bogomolets National Medical University, certificate program "One Health" was created for the training and re-training of public health specialists, which consists of 5 interrelated content modules: Zooanthroponous and transmissible infectious diseases: new, traditional, imported; Food safety and one health in the "human-animal-plant-environment" system; Contribution to changes in the one health by industrial activity and environmental pollution; Climate changes on planet Earth in the context of impact on one health; The problem of resistance to antimicrobial drugs in the treatment of humans and animals and its consequences. The new educational program is aimed at preserving and strengthening the health of the population (with the joint efforts of health care systems, veterinary medicine, the State Service of Ukraine On Food Safety And Consumer Protection (SSUFSCP), the phytosanitary service and the State Environmental inspectorate of Ukraine). Conclusions. Training under the certificate program will allow students to learn the concept of "One Health", to form an understanding of the cooperation of WHO, FAO, UNEP and WOAH in the context of "human-animal-plant-environment", aimed at the integration and practical implementation of "One Health" concept on a global, regional and national levels.

The Relationship between Teachers’ Motivation, Professional Development, and Mobile Technology Integration in Language Learning

This study investigates the significance of professional development and teacher motivation in the effective utilization of mobile technology in language instruction. It explores how these variables have a significant impact on the adoption and utilization of technological tools in language teaching. The study investigates the relationship between teachers’ motivation and the importance of comprehensive professional development programs that encompass pedagogical approaches and proficiency in mobile technology. The study followed a mixed-method research design with a sample of (n = 200) teachers and students. The results underscore the importance of a synergistic connection between professional development, technological integration, and teacher motivation to enhance language learning in digital learning environments. The study recommends that through targeted professional development and motivational tactics, curriculum designers and educators can optimize language instruction.

Male nurses' adaptation experiences after turnover to community institutions in Korea: A grounded theory methodology.

We aimed to develop a substantive theory according to the associations between adaptation experience-related factors identified in male nurses after turnover to community institutions. From April through August 2019, data were collected through direct observations and in-depth interviews of 22 male nurse participants who were recruited purposively and analyzed simultaneously with the method proposed by Strauss and Corbin. Furthermore, 29 subcategories were derived from 11 categories, including: (1) leaving the clinical sector and changing jobs, (2) shaking while settling, (3) characteristics of the new job, (4) personal disposition, (5) support system, (6) finding my place, (7) solidifying my place, (8) demonstrating my professional competence, (9) stable settlement in my place, (10) preparing for a better future, and (11) still confused. The core category was identified as "putting down roots in another place for myself." The verification of this theory in this study's results indicates a need for research into the evaluation and development of professional development programs and related policies to provide support to male nurses who are pursuing opportunities in community institutions to maintain their nursing identity and further their efforts for developing a nursing specialty.

Teacher Professional Development Planning at SMAN 6 Palembang

This study delves into the topic of professional development planning for teachers at SMAN 6 Palembang. Program sustainability planning, activity planning, time planning, and financial planning are the intended topics of this research. In order to address the research question—how to organize teacher professional development in terms of activity, time, money, and program sustainability—this study used a qualitative method. Interviews, observations, and documentation studies are the methods used to gather data. Methods of purposive sampling are used in the selection of informants. Utilizing triangulation and member verification procedures, the reliability of the data is verified. Data analysis consists of four steps: gathering data, presenting it, checking it, and drawing conclusions. Results and discussion indicated that using teacher development patterns in activity planning is similar to adopting top-down policy rather than focusing on teachers' actual requirements in terms of professional development. Planning for teachers' professional development time has not been owned by schools, the Education Office, or teachers themselves. The majority of our growth time is dictated by external factors and the level of personal motivation from our teachers when it comes to self-improvement. Planning for the Teacher-Experienced Development Fund is not entirely the responsibility of teachers. Despite many school requirements, the needs of instructors are not taken into account when budgeting funds. School budgets have to go somewhere, and no one has thought about the long-term or short-term viability of teacher professional development programs while they were planning their sustainability.

Filling gaps - a case study in building advocacy capacity in the health promotion workforce.

Public health advocacy is a fundamental part of public health and health promotion practice. However, gaps exist in the provision of public health advocacy knowledge and skill acquisition both in the tertiary environment and within ongoing professional development programmes. The Goulburn Valley Public Health Unit partnered with the Public Health Advocacy Institute to build the skills of 49 public health and promotion professionals in their regions, to enable them to lead an advocacy project that aimed to promote state-wide initiatives. This involved a series of face-to-face skills-based public health advocacy workshops and post workshop e-mentoring. Results included the creation of locally relevant public health advocacy projects and a community of practice.

Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021

AbstractThe current study presents a systematic review of teachers’ data literacy, arising from a synthesis of 83 empirical studies published between 1990 to 2021. Our review identified 95 distinct indicators across five dimensions: (a) knowledge about data, (b) skills in using data, (c) dispositions towards data use, (d) data application for various purposes, and (e) data-related behaviors. Our findings indicate that teachers' data literacy goes beyond addressing the needs of supporting student learning and includes elements such as teacher reflection, collaboration, communication, and participation in professional development. Considering these findings, future policies should acknowledge the significance of teacher dispositions and behaviors in relation to data, recognizing that they are as important as knowledge and skills acquisition. Additionally, prioritizing the provision of system-level support to foster teacher collaboration within in-school professional development programs may prove useful in enhancing teachers’ data literacy.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

Transforming educational leadership in higher education with innovative administrative strategies

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Sleep quality and its correlates among undergraduate students of a medical school in North Karnataka, India

Background: Poor sleep quality is a global health concern and is fast becoming one of the silent epidemics. Sleep quality among medical students is of particular interest as they are considered high risk groups for developing sleep related issues because of their demanding schedules. This study aims to estimate the magnitude of poor sleep and its correlates among undergraduate medical students of a medical school in Belgaum, India. Methods: An institutional based descriptive cross-sectional study was conducted among 293 undergraduate medical students using a self-administered questionnaire. Sleep quality was assessed using Pittsburgh sleep quality index (PSQI). The potential determinants of quality of sleep were identified using logistic regression. A p<0.05 was considered statistically significant and adjusted odds ratio with 95%CI was used to present the strength of association. Results: The prevalence of poor sleep quality among medical students was 69.3%. Factors like gender, female students (AOR=2.381, 95%CI=1.359-4.172), being overweight or obese (AOR=2.499, 95%CI=1.297-4.817) were associated with poor sleep quality. Students with good sleep hygiene (AOR=0.415, 95%CI=0.231-0.745) and who did not use technology during bedtime (AOR=0.38, 95%CI=0.168-0.878) were less likely of having poor sleep quality at p<0.05. Conclusions: Prevalence of poor sleep quality among substantial proportion of medical students in the current study is alarming. The already existing personal and professional development programme committee can conduct routine screening to assess sleep quality among students and focus on programmes to improve their sleep hygiene.

Methods and techniques of forming the perceptions and motivation of English teachers

The article explores the dynamic methodologies and strategies used to shape perceptions and enhance motivation among English teachers. Recognizing the crucial role educators play in language acquisition and proficiency, it provides a comprehensive review of innovative methods designed to invigorate and empower these teachers. The study incorporates interdisciplinary perspectives from psychology, pedagogy, and cognitive sciences to examine approaches like positive reinforcement, professional development programs, peer collaboration, and technology integration. It also assesses the impact of intrinsic and extrinsic motivational factors on teacher efficacy and classroom dynamics. By integrating empirical research and best practices, the article offers valuable insights for educational stakeholders aiming to create a vibrant and engaging learning environment for teachers and students alike.

A systematic review of TPACK research in primary mathematics education

AbstractThis study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.

Knowledge, perceived needs of continuous professional’s development, and associated factors among healthcare workers in East Ethiopia: a multi-health facility-based cross-sectional study

BackgroundThe Ethiopian Ministry of Health (EMOH) has recently introduced a Continuous Professional Development (CPD) program for healthcare workers to ensure they maintain the necessary competencies to meet the community’s health needs. However, there is limited information on healthcare workers’ knowledge and perceived need for CPD. This study aims to assess healthcare workers’ CPD knowledge, perceived needs, and factors associated with these in eastern Ethiopia.MethodsA health facility-based cross-sectional quantitative study was conducted from September 1, 2022, to October 30, 2022. Health facilities and study participants were selected using a simple random sampling technique. A total of 731 healthcare professionals were randomly selected. Data was collected using a self-administered questionnaire developed from national CPD guidelines. Data analysis was performed using the STATA statistical package version 14. A logistic regression model was used to assess the association between predictors and the outcome variable. Adjusted odds ratios with 95% confidence intervals were calculated to determine the strength of the association. A p-value < 0.05 was considered statistically significant.ResultsIn this study, 731 healthcare workers participated. Among them, 65.80% (95% CI: 62.35%, 69.24%) had knowledge of CPD, and 79.48% (CI95% 76.54, 82.41) expressed a strong perceived need for CPD. Female healthcare workers [AOR: 0.54 (95% CI: 0.37, 0.78)] and lack of internet access [AOR: 0.68 (95% CI: 0.47–0.97)] were predictors of knowledge of CPD. Age above 35 [AOR: 0.39 (95% CI: 0.17, 0.91)] and being female [AOR: 0.59 (95% CI: 0.40–0.87)] were predictors of a strong perceived need for CPD.ConclusionThe study found that there was a low level of knowledge about Continuing Professional Development among healthcare workers. The perceived needs of healthcare workers varied. It is important for health sectors and stakeholders to prioritize developing strategies that address knowledge gaps, particularly among female healthcare workers, improve access to the Internet for CPD resources, and address the diverse needs of professionals for effective CPD implementation.

Increasing PhD student self-awareness and self-confidence through strengths-based professional development

Strengths-based programs have emerged as asset-based approaches to professional development that promote positive student engagement and success. This paper shares the outcomes of a strengths-based professional development program provided to biomedical and health sciences graduate doctoral students within an academic health center. Program outcomes and changes in participants’ perceived confidence when identifying and applying their strengths in different contexts were evaluated through a mixed methods design that included a Likert-based survey and thematic analysis of qualitative responses. Findings strongly suggest that most participants lacked the self-confidence and/or self-awareness to recognize their own strengths prior to the program. Themes that emerged upon implementation of the program point to the following outcomes: participants gained an increased understanding of their strengths, confidence that the knowledge gained about their strengths would help them learn more effectively in laboratory settings, an increased belief that they possess natural talents and skills that make them good scientists and strong members of their research team, and confidence that applying their strengths will help them to overcome both personal and professional challenges. This program shows promise to strengthen graduate student self-awareness and self-confidence. Further studies are needed to understand and measure how asset-based programs such as this can impact graduate student resilience, science identity, and overall student success.

Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India

PurposeThis research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?Design/methodology/approachThe paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.FindingsAlmost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.Research limitations/implicationsPrimary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.Practical implicationsEnhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education.Social implicationsAccess to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape.Originality/valueThis paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

Reproduction of higher education personnel: motives for entry and retention measures

Introduction. The trends in the reproduction of intellectual resources have a significant development potential worldwide towards the realisation of a proper strategy for increasing the countries’ competitiveness. The stimulating programmes for the development of national universities set a due benchmark for the elaboration and testing of new ways to attract young people to the scientific and educational environment, as well as the formation of professional commitment. The accumulated practice of implementing federal programmes to support science and education raises a question of the outcome and efficiency of measures funded by the state. The aim of the study is to identify the dominant motives of the teaching staff belonging to the “young personnel” category for long-term work in the profession and at the university, as a consequence of the managerial measures applied by the administration. Materials and methods. To diagnose the priorities in the structure of young people’s motives to work in the system of higher education, the data obtained from a survey of young university specialists were used. The survey involved 140 people with different lengths of work experience in higher education. To assess the effectiveness of managerial practices aimed at retaining young specialists, a semi-structured interview with managers who realise the tasks of searching for, attracting, and retaining young people at universities was held. A total of 25 professionals took part in the interviewing: heads of departments, deans and vice-rectors of three Siberian universities. The methods of statistical data processing and assessment of the experts’ opinions coherence (Kendall’s coefficient of concordance) were applied. Results. The dominant motivations for young people to stay in higher education are: the system’s resource and readiness to support initiatives of young teachers–researchers (3.9 p.); regular self-education and professional growth (3.9), lucrative compensation (3.6), and the opportunity to work in priority branches of science (3.4). The higher school associates the transformation of all basic activity processes with staff rejuvenation: change in the format of communicating with stakeholders; intensification of work performance methods, as well as strengthening of intellectual, emotional, and professional resilience of work teams. The output and impact of the measures to stimulate due professional commitment were assessed. A major instrument contributing to high efficiency is represented by communication support measures based on regular feedback and included in individual adaptation and professional development programmes. Conclusion. The management system has to solve the staff rejuvenation problem at two levels: operational and strategic. It is necessary today to seek due options for the implementation of policy decisions and target indicators, and simultaneously to lay the foundations for involving specialists in the future scientific and educational environment. The application of different meaningful content actions in solving a particular task entails the manager’s professional deformation and blurring of the rules of interaction with the subject of labour.

Job Performance of College Teachers in Higher Education with Reference to ICT

The significance of evaluating the job performance of college teachers in higher education concerning ICT integration lies in its profound implications for the quality of education, institutional advancement, and student success. As technology continues to permeate every aspect of society, including education, it is imperative to assess how effectively educators are adapting to these changes and utilizing ICT tools to enhance teaching and learning experiences. Assessing job performance in ICT integration provides insights into the effectiveness of current pedagogical practices and the extent to which technology is being leveraged to improve instructional outcomes. By identifying areas of strength and weakness among college teachers, educational institutions can develop targeted professional development programs to enhance technological proficiency and promote innovative teaching methodologies. Assessing the job performance of college teachers in higher education concerning ICT integration is of paramount significance for fostering innovation, enhancing institutional competitiveness, and promoting student success. By systematically evaluating teacher performance in this domain, educational institutions can identify areas for improvement, allocate resources effectively, and cultivate a culture of continuous learning and adaptation in the digital age.