Ye Pyae Thu

Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Radomir Mitic

Abstract

Education is a fundamental pillar of national development, with faculty development playing a crucial role in shaping instructional quality and enhancing students’ access to academics. However, for over seven decades in Myanmar, faculty members have frequently lacked access to professional development opportunities related to pedagogy and technology due to institutional constraints such as limited funding, resources, and support. This study examines the lived experiences of faculty members from public universities in Myanmar, focusing on their perceptions of professional development, the challenges they encounter, and the transformative changes they observe after participating in these programs. Utilizing a qualitative phenomenological research design, this study gathers data through semi-structured interviews with fifteen faculty members, department chairs, and senior administrators from public universities in Myanmar. The findings reveal that faculty members consider instructional technology and pedagogical knowledge the most critical aspects of professional development. The results indicate that participation in professional development fosters behavioral changes, enhances motivation, improves confidence, and increases self-efficacy. Furthermore, the findings underscore a significant need for mandatory evaluations to assess the effectiveness of professional development programs. Based on these results, this study proposes a 60-hour faculty development program focused on technology and pedagogy. It also presents pre- and post-surveys, questions, and a student evaluation for instructors. Moreover, this study contributes to the existing literature by applying adult learning and transformative learning theories to faculty development in a resource-constrained environment like Myanmar.

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