The Effects of Staff Development Policy on Quality of Pedagogy of Academic Staff in Universities in Uganda

Abstract

The study set out to explore the relationship, effects and contribution of staff development policy on quality of pedagogy of academic staff in six selected chartered Ugandan universities. A cross- sectional research design was used. A sample of 346 academic staff from a population of 2600 from six selected chartered universities was studied. The study was descriptive, explanatory, interpretational and analytical in nature. The data collection methods used were questionnaires, interviews and document analysis. The study revealed that staff development policy had a significant relationship with methods of staff development implementation [r (272) = .324, p<0.01], to quality of pedagogy [r (272) =.361, p<0.01] and also a strong relationship between staff development methods and quality pedagogy [r (246) =.561, p<0.01]. The causal effect of staff development policy came out as 54.1%. Therefore, the study concluded that staff development policy has a positive relationship and effects towards improving the quality of pedagogy of academic staff in Ugandan universities. The study made a recommendation that all universities in Uganda should adopt new staff development model (Effective Staff Development Policy Model) developed by the study to improve quality pedagogy of academic staff from the current 53% to 69%.