Teaching Beyond Today: Identifying Faculty Development Needs at Kenya Assemblies of God EAST University

Abstract

This article is part of an Action Research conducted to establish factors impeding the quality of teaching and learning at Kenya Assemblies of God EAST University (EAST). The article is directly drawn from the third objective of the Study aimed at assessing the professional development needs of faculty members that should be addressed to enhance instructional effectiveness, improving student preparedness, and strengthening the University’s academic standing. The study adopted a descriptive research design with both qualitative and quantitative approaches. The return rate of study tool was 67 out of 75, selected through convenience sampling. Using convenience sampling limited generalizability. However, it was appropriate for this context-specific action research at EAST University. Validity was enhanced by experts reviewing the tool and triangulation by using diverse questionnaire items, and transparent, reflective data analysis. One questionnaire for the following category of participants was used: 19 faculty members, 27 students; 13 administrators and 8 alumni including the non-identified. Data from the online survey was analyzed using Google Sheets, which enabled basic statistical analysis of trends and patterns. The researcher found out that on the overall, EAST exhibits a solid foundation in some aspects of teaching and learning. However, Faculty have professional needs that should be met. These areas included firstly, additional workshops on instructional technologies to improve their teaching effectiveness at 60.3%. Secondly, is focused trainings on active learning strategies and student engagement (57.8%).  The third area of need is regular training in curriculum design and assessment methods to enhance EAST Faculty’s teaching skills (55.4%,). Further, training the faculty in understanding and incorporating inclusive teaching practices for diverse student populations was selected (49.2%); at the same percentage as training of EAST Faculty in research, innovation, community outreach and publishing. Lastly, the study established that EAST Faculty can use training on peer mentoring or collaborative learning opportunities with colleagues to enhance teaching methods (40%).