The Role of Continuous Professional Development of Academic Staff in Improving Teaching Quality: The Case of Telavi State University

Abstract

The purpose of the present study is to assess the impact of professional development of academic and invited staff on teaching quality in the context of higher education. The research was conducted based on the case of Iakob Gogebashvili Telavi State University and is grounded in a quantitative research approach. Primary data were collected using a pre-designed, structured questionnaire administered through the university’s electronic platform (ea.tesau.edu.ge).

The sample consisted of 81 respondents, including both academic and invited staff members. At the time of the study, the university employed 145 staff members; therefore, the sampling procedure covered a significant proportion of the total population, which ensured the reliability of the obtained results and allowed for their generalization at the institutional level. Data analysis was carried out using the frequency analysis method.

The findings of the study indicate that the majority of academic and invited staff are actively involved in various professional development activities and perceive professional development as a significant factor in improving teaching quality. In particular, the positive impact of professional development on teaching practices and increased student engagement was highly emphasized. At the same time, the study identified several challenges in the professional development process, with lack of time, decreased motivation, and limited resources being the most frequently reported barriers.

Based on the results of the study, it can be concluded that professional development represents an effective mechanism for enhancing teaching quality; however, to fully realize its potential, further strengthening of institutional support is required.