FACULTY PERCEPTIONS OF BARRIERS TO PROFESSIONAL DEVELOPMENT PARTICIPATION: A QUALITATIVE STUDY

Abstract

Professional development is vital in education, as skilled and well-prepared teachers enhance the teaching-learning process. This qualitative study, grounded in an interpretivist and phenomenological approach, investigates faculty members’ perceptions of barriers hindering their participation in professional development activities at the University of Education. Using purposive sampling, 45 faculty members from various campuses were interviewed through semi-structured interviews until data saturation. Analysis with NVivo Plus revealed two main themes: Personal and Professional Barriers. Personal barriers included lack of family support, low motivation, financial constraints, and health issues. Professional barriers comprised heavy workload, additional administrative tasks, unsupportive attitudes, time constraints, inadequate financial incentives, limited facilities, restricted development opportunities, and favoritism. The study recommends that university administration increase professional development opportunities, reduce workloads, and provide support such as induction programs, workshops, higher education opportunities, and research grants. Implementing these strategies can foster a motivated, skilled faculty, ultimately enhancing the institution’s reputation and success.