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The study highlights problem areas encountered by participants, assesses university support from the parent institutions, and identifies practical strategies for improving future training implementation. Data from 1,571 trained faculty members used stratified random sampling with 720 participants. Findings rank issues such as lack of rewards or recognition, departmental heads’ attitudes toward innovation, and time constraints managing workloads, while the lowest ratings relate to accommodation and course-coordinator time scheduling.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-development-of-the-university-teachers-an-insight-into-the-problem-areas/595947/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-development-of-the-university-teachers-an-insight-into-the-problem-areas/595947.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding faculty professional development?","Question",{"text":112,"@type":113},"To identify the problem areas faced by faculty during the PCEPT program, analyze the support provided by their parent institutions, and propose workable strategies for better implementation in future training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What training program and duration were analyzed in the paper?",{"text":117,"@type":113},"A one-month PCEPT professional development program organized by the Higher Education Commission (HEC), Islamabad, conducted across Pakistan at participating universities.",{"name":119,"@type":110,"acceptedAnswer":120},"Which problems received the highest and lowest ratings from participants?",{"text":121,"@type":113},"Highest-rated problems included lack of rewards or visible recognition, departmental heads’ attitudes toward innovation, and time constraints in managing workload. 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The training program was 01 month PCEPT Program conducted by the HEC, Islamabad at universities across Pakistan. The objective of the research was to highlight the problem areas encountered by the faculty members who participated in the professional development program; to analyze the university support extended by the parent institute of the participants; and to identify the workable strategies for the better implementation of training programs in future. The population for the study consisted of 1571 faculty members trained under the one-month training program. The sample was 720 faculty members selected using stratified random sampling technique. The results show that the highest rated problems were lack of any reward/visible recognition for participation in the course; and attitude of the head of departments for bringing any innovation in the system; and time constraints in managing the workload during the course. The least rated problems were accommodation arrangements for which the participants seemed satisfied; and coordination with the course coordinator regarding time scheduling. On the basis of research findings, it was recommended that an incentive or reward in the form of bonus or promotion may be attached with this training in order to make it more worthwhile..  \nKeywords: Professional development program, problems, implementation, course coordinator, participants  \n* Assistant Professor, Department of Education, Fatima Jinnah Women University Rawalpindi.  \nEmail: [ishratsiddiqalodhi@gmail.com](ishratsiddiqalodhi@gmail.com)  \n** Assistant Professor, Department of Education, Fatima Jinnah Women University Rawalpindi.  \nEmail: [fouziyounus@gmail.com](fouziyounus@gmail.com)  \nIntroduction  \nThe most significant element for the prosperity of a community is its system of education and the basic element of the educational system is the teacher who leads the entire system (Azar, 2011). The concept of the teacher is defined as someone whose profession is to teach students. In fact, teachers are considered as the architects ofthe future generations including all sectors ofthe community. Basically, teaching is a complex profession with many duties from various different fields (Nalcacı, 2005).Teachers are considered as a highly esteemed personality in any society and teaching profession is considered to be the most distinctive and sacred profession. History is full of evidence about the nations where education has become a catalyst force for the socio-economic development of their countries. The work and worth of teachers has brought name and fame to nations (Babbie, 2008) .  \nTeachers training is a significant element for preparing better teachers. If the training is not given before joining the teaching profession, which is very much common in the context of Pakistan, then this training to novice teachers must be given during the service. The definition of in-service training as described by Dadds (2001) is; “In-service training may include all the activities and experiences including both formal and informal through which an individual is given an innovative insight to perform his/her professional roles and responsibilities more efficiently”. Hence professional development is meant to make an individual capable of delivering his/her professional responsibilities amicably. In-service instruction is a progressing phenomenon which can never be ended for the entire professional life of individuals. It can be given at any time during the entire professional career of the faculty members. The length of the professional development course may vary from several hours to several days or weeks or months as per the nature and require","cbCaifLYymKhytrQ","https://ap.wps.com/l/cbCaifLYymKhytrQ","pdf",143599,"English","# Abstract\n# Introduction\n## Teacher role and importance\n## In-service training and professional development\n## Quality versus quantity in training programs\n## Logistics and program organization","[{\"question\":\"What is the study’s main purpose regarding faculty professional development?\",\"answer\":\"To identify the problem areas faced by faculty during the PCEPT program, analyze the support provided by their parent institutions, and propose workable strategies for better implementation in future training.\"},{\"question\":\"What training program and duration were analyzed in the paper?\",\"answer\":\"A one-month PCEPT professional development program organized by the Higher Education Commission (HEC), Islamabad, conducted across Pakistan at participating universities.\"},{\"question\":\"Which problems received the highest and lowest ratings from participants?\",\"answer\":\"Highest-rated problems included lack of rewards or visible recognition, departmental heads’ attitudes toward innovation, and time constraints in managing workload. Lowest-rated problems included accommodation arrangements and coordination with the course coordinator on time scheduling.\"}]","Professional Development of the University Teachers - An Insight into the Problem Areas | PDF",1792082163]