Abstract:

Faculty development programs play a crucial role in enhancing teaching practices and fostering professional growth among academic teachers. This paper presents findings from a survey conducted among faculty members at Humanitas University, aimed at investigating perceptions of the effectiveness of faculty development initiatives and their impact on teaching practices. As measurement of effectiveness constitutes a pivotal theme in educational research on faculty development, our survey focused on exploring participants' perceptions of impact initially and effectiveness subsequently, while analyzing their connection with the interpretation of the university educator's role and related teaching competencies.

The survey included a reflective section where respondents were prompted to identify areas within their teaching practice they aimed to improve. This paper delves into the analysis and discussion of data gathered from this section, providing insightful perspectives into educators' priorities and their perception of teaching quality. By examining these findings, the paper contributes to a deeper understanding of the factors driving faculty members' professional development aspirations and sheds light on the nuances of perceived teaching efficacy within the context of higher education.

This research underscores the importance of aligning faculty development efforts with educators' identified needs and aspirations, thereby fostering a culture of continuous improvement in teaching practices. Additionally, it emphasizes the significance of incorporating reflective practices within faculty development programs to facilitate meaningful engagement and promote self-directed learning among university educators. Ultimately, the insights gleaned from this study offer valuable implications for the design and implementation of effective faculty development strategies tailored to the specific needs and priorities of academic staff at Humanitas University and beyond.

Keywords:

Teaching practice, faculty development, teaching quality.