Assessing the Responsiveness of Moulay Ismail University to Teachers' Continuous Professional Development Needs: A Mixed-Methods Analysis

Abstract

This study investigates the responsiveness of Moulay Ismail University (UMI) to the continuous professional development (CPD) needs of its teaching staff. The study integrates both quantitative and qualitative methods to gain a comprehensive understanding of teachers' perspectives. The quantitative phase involved administering a structured questionnaire to 214 teachers, focusing on their perceptions of the university's CPD offerings, including availability, relevance, accessibility, and institutional support. Descriptive statistics were used to analyze this data, revealing a predominantly negative attitude among teachers towards their university's ability to meet their CPD needs. The qualitative phase involved semi-structured interviews with 21 teachers. These interviews provided deeper insights into teachers' barriers, such as the lack of relevant CPD activities, the irrelevance between CPD content and pedagogical needs, and the overwhelming workload that limits their capacity for professional growth. Thematic analysis of the interview transcripts identified key themes that aligned with the quantitative findings, offering a more nuanced perspective on the challenges associated with CPD at the UMI. The study concludes that the teachers at the UMI perceive the institution as largely unresponsive to their CPD needs. This sentiment echoes broader concerns within the literature about the neglect of university teachers' professional development in Morocco. The findings underscore the need for more relevant and accessible CPD programs tailored to the specific needs of faculty and institutional reforms that alleviate the workload pressures that hinder professional growth.