Perceptions of University Heads about Introducing Mandatory Induction Training for Enhancing their Professional Skills
DOI:
https://doi.org/10.58932/MULI0007Keywords:
Induction Training, Professional Skills, University Teachers’ PerceptionsAbstract
The study investigated university heads’ perceptions regarding the implementation of induction training programs to enhance their professional skills. Using a qualitative approach with online surveys and in-person interviews, 40 participants from public and private universities in Lahore, including senior teachers and department heads, were involved. A semi-structured interview protocol was developed, validated, and pre-tested for data collection. Thematic analysis revealed diverse opinions among department heads, highlighting benefits like improved collaboration and concerns about cost-effectiveness. Despite differences, participants recognized induction training's positive impact on vital skills such as communication and conflict resolution. The research emphasized the importance of tailored induction programs aligned with institutions' values. The study concluded that effective induction training could empower educators, foster leadership, and boost workplace efficiency, emphasizing the need for thoughtful program design and addressing challenges to optimize professional development for university staff.
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