PRINCIPALS' AND DIRECTORS' PERCEPTIONS OF THE BARRIERS THAT INHIBIT FACULTY MEMBERS' PARTICIPATION IN PROFESSIONAL DEVELOPMENT ACTIVITIES: A QUALITATIVE STUDY AT THE UNIVERSITY OF EDUCATION, LAHORE

Abstract

This study designed to investigate the perspectives of university directors and principals regarding
the barriers that inhibit faculty members from participating in professional development activities.
Gaining insight into these barriers is crucial for expanding teacher participation in professional
development and uplifting the overall quality of education. The nature of this paper is Qualitative
and adheres to the interpretive research paradigm. Using a purposive sampling technique, the
researchers selected seven directors and principals from various divisions and campuses of the
University of Education, Lahore, as participants. Moreover, following an extensive examination of
relevant literature, researchers developed a semi-structured interview guide for the data collection,
and interviews were conducted until saturation occurred. After that, the data were analyzed using
thematic analysis and NVivo 11 plus software. The interview schedules were transcribed and then
converted into a different script to carry out a thematic analysis of the data. Codes were assigned to
the themes, and sub-themes were identified through the data analysis conducted on the interviews.
Consequently, two significant themes emerged personal and professional barriers. The study's
findings highlighted several critical barriers, including heavy workload, additional administrative
and non-teaching tasks, less financial incentives, lack of physical facilities, and barriers to
professional development opportunities. Considering the results according to the principles and
directors' insights, institutional reforms are necessary to include reducing workloads and
administrative work, increasing funding, improving institutional infrastructure, offering more
consistent professional development (PD) opportunities, promoting research culture, and developing
pertinent research-related professional development programs. Further, to create a more conducive
environment for ongoing professional development, the University of Education, Lahore, can
overcome these barriers. This would ultimately result in improved teaching and research quality and
increased student educational achievements.