The Effect of Faculty Development Model on University Teacher’s Performance: An Exploratory Study

Faculty Development Model

Authors

DOI:

https://doi.org/10.32350/icr.61.05

Keywords:

Human Resource Development, Structural Equation Modeling, Pakistani Universities, Faculty Development

Abstract

The prosperity of a country largely depends upon the knowledge, skills, expertise, and attitude of its human resources. These qualities can be accomplished by developing effective human workforce development programs. Such development programs aims to boost skills, knowledge, and overall human capabilities. These programs offer a strategic process of imparting competencies like knowledge, skills, and values. Many countries have achieved an economic miracle by developing their human resources. Faculty development initiatives are crucial for improving the quality of higher education. The purpose of this study is to investigate the impact of faculty development programs on the faculty and institutional development. Moreover, it aims to solicit a faculty development model for improvement in the existing level of faculty performance. The sample of the study included, faculty members of social sciences departments, executive, and administrative heads, and HR managers of six randomly selected universities from both public and private sectors. Data was collected using an adapted and piloted questionnaire (HRD-AS). The data was then analyzed using statistical software AMOS version 24, and a faculty development model was proposed using structural equation modeling. The statistical results of the study revealed that the suggested model would significantly enhance faculty performance as well as institutional performance if applied in true spirit.

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Author Biographies

Abdul Shakoor Rana, University of Okara, Pakistan

Dr. Abdul Shakoor Rana holds a PhD in Education and has extensive experience in teaching, educational
administration, teacher education, and educational research. He served in the Government of Punjab as a
teacher and Headmaster and retired from government service in BPS-18. His long professional experience
in both teaching and educational administration has enabled him to develop a practical understanding of
the challenges and opportunities within the education system in Pakistan.
Dr. Rana is currently serving as Visiting Faculty at the University of Okara, Pakistan, where he teaches
courses related to educational planning, development education, economics and financing of education,
and population education. His academic interests are closely related to improving the quality of education

through effective educational planning, institutional management, teacher development, and evidence-
based educational practices.

His research interests include faculty development, human resource development in education,
teacher education, educational leadership and administration, educational planning, and innovative
approaches to teaching and learning. His research particularly focuses on the role of faculty
development and institutional practices in improving teachers' performance and organizational
effectiveness. He has experience in quantitative educational research, including the development and
validation of research instruments and the application of statistical techniques such as (SEM) Structural
Equation Modeling with Amos software.
Dr. Rana has contributed to scholarly research and publications in the field of education and has also
served as a reviewer for academic journals. His academic work reflects a continuing interest in addressing
educational challenges through research-based approaches and in promoting improvements in teaching,
faculty development, and educational management.

Farooqi, M.T, Khan, University of Okara, Pakistan

Dr. Muhammad Tahir Khan Farooqi is an Associate Professor of Education at the University of Okara,
Pakistan, where he is associated with the Department of Educational Research and Assessment. He holds
a PhD in Education from the Institute of Education and Research (IER), University of the Punjab, Lahore,
with specialization in Educational Leadership and Management. His academic career combines
teaching, educational research, academic administration, and postgraduate supervision. His current
academic affiliation and designation are also reflected in his recent scholarly publications.
Dr. Farooqi has contributed to the development of education programmes and academic activities in
higher education. He has also held academic leadership responsibilities, including serving as Head of the
Department of Education at the University of Education, Okara Campus. His experience in academic
administration has provided him with opportunities to work closely with teachers, researchers,
postgraduate students, and educational institutions.
His research interests include educational leadership and management, quality of education, teacher
effectiveness, organizational behaviour, educational assessment, teaching and learning, educational
technology, and emerging issues in higher education. His scholarly work addresses a range of
educational issues, including teaching quality, organizational climate, teachers' job satisfaction,
organizational justice, educational quality, and institutional effectiveness. His recent research also
demonstrates an interest in contemporary educational technologies and their role in teaching and learning.
Dr. Farooqi has published research in national and international academic journals and has contributed to
postgraduate research and academic development. His work reflects a commitment to understanding
educational issues through empirical research and to developing practical, evidence-based approaches for
improving teaching, learning, and institutional effectiveness in the Pakistani higher education context.

Saleem Khalid, University of Okara, Pakistan

Dr. Khalid Saleem is an Associate Professor of Education at the University of Okara, Pakistan, where
he is associated with the Department of Teacher Education and serves as Chairperson of the department.
His academic career encompasses teaching, teacher education, educational research, academic
administration, and institutional development. His current academic position and departmental affiliation
are consistently reported in recent scholarly publications and academic sources.


Dr. Saleem has also held significant academic and administrative responsibilities during his professional
career, including serving as Director at the University of Education, Lahore, Okara Campus. These
experiences have provided him with a broad understanding of teacher education, academic management, and the institutional factors that influence the quality of education.
His research interests include teacher education, professional development, teaching effectiveness,
educational assessment, educational leadership, instructional strategies, educational quality, and
higher education. His scholarly work has addressed issues such as teachers' knowledge of student
assessment, teaching quality, teachers' professionalism, instructional practices, educational experiences,
and the use of technology to support teaching and learning. His publications also demonstrate a
continuing interest in examining educational practices through empirical research.


Dr. Saleem has contributed to research and academic activities through scholarly publications, research
collaboration, teaching, postgraduate education, and academic administration. His professional approach
combines practical experience in education with research-based inquiry, with particular emphasis on
improving teacher preparation, instructional quality, and educational outcomes.


Through his continuing work at the University of Okara, Dr. Saleem contributes to the preparation of
teachers and educational researchers and to the development of educational practices that respond to the changing needs of students, teachers, and educational institutions in Pakistan.

Ahmad Shehzad, University of Okara, Pakistan

Dr. Shehzad Ahmed is an Associate Professor of Education at the University of Okara, Pakistan, and is
associated with the field of educational planning and management. He has also served as Head of the
Department of Educational Planning and Management. His academic career reflects a combination of
teaching, educational research, academic administration, and professional engagement with contemporary
issues in education. His current academic designation and departmental leadership role are reflected in
publicly available academic records.
Dr. Ahmed's academic interests are primarily concerned with educational planning and management,
educational leadership, teacher development, faculty development, teacher performance,
educational assessment, instructional quality, and quality improvement in education. His research
reflects an interest in understanding how institutional practices, professional development, leadership, and
organizational conditions influence teachers' performance and the effectiveness of educational institutions.
His scholarly work has addressed a variety of educational issues, including faculty development, teachers'
professional practices, educational leadership, instructional quality, assessment, and emerging approaches
to teaching and learning. He has also contributed to research examining the changing nature of education
and the role of contemporary approaches in improving teaching and learning.
Dr. Ahmed has participated in academic and research activities and has worked collaboratively with
researchers and postgraduate scholars. His academic interests are closely connected with the practical
challenges faced by teachers, educational leaders, and institutions. He is particularly interested in research
that can provide meaningful evidence for improving educational planning, professional development, and
institutional effectiveness.
Through his teaching, research, and academic responsibilities at the University of Okara, Dr. Ahmed
continues to contribute to teacher education and educational research. His professional work reflects a
commitment to evidence-based educational planning, effective academic leadership, professional
development, and the continuous improvement of teaching and learning.

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Published

2026-06-25

How to Cite

Rana, A. S., Farooqi, M. T. K., Saleem, K., & Ahmad, S. (2026). The Effect of Faculty Development Model on University Teacher’s Performance: An Exploratory Study: Faculty Development Model. Innovative Computing Review, 6(1), 65–77. https://doi.org/10.32350/icr.61.05

Issue

Vol. 6 No. 1 (2026): Spring 2026

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Articles

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Copyright (c) 2026 Abdul Shakoor Rana, Farooqi, M.T, Khan, Saleem Khalid, Ahmad Shehzad

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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