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Abstract：
BACKGROUND: Faculty development programs can bring about both individual and organizational capacity development by enhancing individuals\' attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors.
METHODS: A sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis.
RESULTS: A total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) \"quality of faculty development programs\", underscoring the significance of robust and comprehensive initiatives, (b) \"development in instruction\", emphasizing the importance of continuous improvement in pedagogical approaches (c) \"development in professionalism\", highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) \"development in attitude towards education\", emphasizing the role of mindset in fostering effective teaching practices, and (e) \"supporting faculty development programs\", with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors.
CONCLUSIONS: The study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development.
METHODS: A sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis.
RESULTS: A total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) \"quality of faculty development programs\", underscoring the significance of robust and comprehensive initiatives, (b) \"development in instruction\", emphasizing the importance of continuous improvement in pedagogical approaches (c) \"development in professionalism\", highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) \"development in attitude towards education\", emphasizing the role of mindset in fostering effective teaching practices, and (e) \"supporting faculty development programs\", with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors.
CONCLUSIONS: The study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development.
摘要：
背景：教师发展计划可以通过增强个人的态度来实现个人和组织能力的发展，值,和技能使他们能够实施组织变革。了解教师发展计划如何产生能力发展，以及影响因素，需要进一步的理解。本研究旨在探讨教师发展计划参与者对该计划的能力发展特征及其影响因素的看法。
方法：采用序贯解释性混合方法设计。对教职员工进行了调查，了解他们对教师发展能力发展的看法。随后，对受访者进行了22次访谈，以加深对调查结果的了解。访谈笔录经过常规的内容分析。
结果：共有203人完成了问卷。大多数教师高度同意教师发展计划已经产生了能力发展。合并后的数据确定(A)“教师发展计划的质量”，强调强有力和全面举措的重要性，(B)“在教学中发展”，强调不断改进教学方法的重要性(C)“专业发展”，强调在教师中培养专业文化的必要性，(d)“对教育态度的发展”，强调心态在培养有效教学实践中的作用，和(E)“支持教师发展计划”，促进组织成长和创新。能力发展过程的重要障碍和促进者包括几个组织，人际关系,和个人因素。
结论：该研究在教师发展计划的背景下确定了能力发展过程的具体特征，并强调了这些计划在个人和更广泛的组织系统中产生变化的重要性。还确定了支持和限制能力发展进程的几个因素。这项研究的结果可以为未来实施能力发展的教师发展计划提供信息。
方法：采用序贯解释性混合方法设计。对教职员工进行了调查，了解他们对教师发展能力发展的看法。随后，对受访者进行了22次访谈，以加深对调查结果的了解。访谈笔录经过常规的内容分析。
结果：共有203人完成了问卷。大多数教师高度同意教师发展计划已经产生了能力发展。合并后的数据确定(A)“教师发展计划的质量”，强调强有力和全面举措的重要性，(B)“在教学中发展”，强调不断改进教学方法的重要性(C)“专业发展”，强调在教师中培养专业文化的必要性，(d)“对教育态度的发展”，强调心态在培养有效教学实践中的作用，和(E)“支持教师发展计划”，促进组织成长和创新。能力发展过程的重要障碍和促进者包括几个组织，人际关系,和个人因素。
结论：该研究在教师发展计划的背景下确定了能力发展过程的具体特征，并强调了这些计划在个人和更广泛的组织系统中产生变化的重要性。还确定了支持和限制能力发展进程的几个因素。这项研究的结果可以为未来实施能力发展的教师发展计划提供信息。
