ارزيابي كيفيت برنامههاي آموزشي توسعه صلاحيتهاي حرفه‌اي تدريس در دانشگاه اصفهان براساس الگوي كرك پاتريك

Educational program eva‎luation , professional teaching competency development , faculty members , Kirkpatrick model , Teaching Development Courses (TDC) , higher education

eva‎luation of the quality of educational programs for the development of teaching professional qualifications of Isfahan University based on the Kirkpatrick model

علوم تربيتي

The present study aimed to eva‎luate the quality of educational programs designed to enhance the professional teaching competencies of faculty members at the University of Isfahan, based on Kirkpatrick’s eva‎luation model. This research was applied in purpose an‎d employed a descriptive–exploratory approach using a sequential mixed‑methods design (qualitative followed by quantitative). In the qualitative phase, participants consisted of academic experts an‎d distinguished professors purposely selec‎ted from the University of Isfahan. The sampling process continued until theoretical saturation was achieved, resulting in the selec‎tion of 12 participants. In the quantitative phase, the statistical population comprised all faculty members of the University of Isfahan who had participated in the Teaching Development Courses (TDC) between 2021 an‎d 2025 (1400–1404). The quantitative sample included 95 participants. Data collection instruments included semi‑structured interviews in the qualitative phase an‎d a researcher‑constructed questionnaire in the quantitative phase. The questionnaire was developed based on the “reaction” an‎d “learning” levels of Kirkpatrick’s model. Its content validity was verified by experts, with the Content Validity Ratio (CVR) confirmed by eight faculty members an‎d researchers in educational sciences an‎d psychology. Internal consistency reliability was assessed using Cronbach’s alpha coefficient. Qualitative data were analyzed using thematic analysis following the Attride‑Stirling (2001) framework, employing MAXQDA software for coding at three levels: basic themes, organizing themes, an‎d global themes. Quantitative data were analyzed through descriptive an‎d inferential statistics—specifically, the one‑sample *t*-test—using SPSS version 23. Findings from the qualitative phase revealed 12 major dimensions of professional teaching competence: emotional intelligence, performance assessment an‎d eva‎luation, pedagogical dialogue, professional ethics, integration of educational technology, psychological well‑being in teaching, employability in teaching, technical teaching skills, professional self‑awareness, psychology of teaching, instructional communication skills, an‎d inspirational teaching. A total of 93 subdimensions an‎d indicators were also identified. Quantitative results demonstrated that the overall quality of the professional teaching competency development programs was at a desirable level. The mean “reaction” score of faculty members was 3.42 out of 4 (*SD* = 0.34), indicating a highly positive response toward the programs. The mean “learning” score was 0.79, suggesting that the levels of knowledge, skills, an‎d attitudes acquired by faculty members were satisfactory an‎d aligned with expected learning outcomes.

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