Staff development programs and academic staff performance of universities in Uganda: A case of Kyambogo University, Uganda

Abstract

The study sought to investigate the staff development programs undertaken by Kyambogo university lectures and dons with intent to develop strategies that could help enhance their performance. The objectives of the study were therefore to (I) establish the staff development programs undertaken by Kyambogo University lecturers, (2) investigate the attitude of these dons towards the programs; (3) examine the effect of the programs on the lecturers' performance when moderated by these staffs' attitude towards the programs; and (4) identify the staff development strategies that could be adopted to enhance the dons' performance. The research was conducted using a case study design involving both qualitative and quantitative approaches to data collection and analysi s. Data were collected using interviews held with four purposively selected l ~tcult y deans and one semi-structured questionnaire administered to 194 randomly selected lecturers. Data were analyzed qualitatively using narrative and thematic techniques and quantitatively using descriptive, factor and multivariate regression methods of analys is. Findings indicate that the staff development programs that were undertaken by Kyambogo University lecturers included not only on-the-job programs such as induction; peer-assisted learning; assistant lecturers standing in for senior lecturers; staff appraisals ; mentoring and coaching through supervisory instructions, and encouraging lecturer participation in staff committees. They also included off-the-job program s such as postgraduate courses, seminars and workshops. These programs were however, implemented at less than satisfactory levels, leading lecturers to acquire less than optimal knowledge and skills. Lecturers had a moderately positive attitude towards most of the undertaken staff development programs. They were particularly positive about the content and imparting methods of the undertaken postgraduate courses and organised seminars, workshops and conferences, but their attitude towards the programs ' timing and facilitation , and how promotions and transfers were conducted \Vas negative. The lecturers were also reluctant to pursue a PhD program clue to lack ol· sponsorship. The undertaken staff development programs had a positive and significant but not strong effect on the dons' performance. It was therefore concluded that there was need to strengthen the effect of the programs. Accordingly, recommendations were made to the administrators of Kyambogo University, particularly faculty deans, to strengthen this effect by improving lecturer-attitude towards staff development programs through ensuring that the programs' content is relevant, seminars and workshops are more regularly organised; encouraging lecturers to pursue PhD training; and mobilising funds needed to finance these programs.