Aspects to Bolster Faculty Members Professional Competencies in Ethiopian HEIs: Haramaya and Adama Science and Technology Universities in Focus
Yilfashewa Seyoum (Ph.D.)

The present article analyzes faculty members’ professional development practices in the universities and the factors attributed to their professional competencies. The researcher teaching and visiting experience pave way to have close proximity to study two higher education institutions, Haramaya and Adama Science and Technology Universities in Ethiopia. 242 faculty members were selected as the sample of the study. Tools for data gathering were questionnaires and document study. The findings of the study uncover the realty that two major factors were identified that influences the development of teachers’ professional competencies: organizational and personal factors. Organizational factors include leadership support, time and resource provision. Personal factors were allied to teachers’ professional experiences, sex, age, academic rank, motivation and attitudes. Among the personal factors that affect faculty members’ teaching competencies, sex, academic rank, teaching experience, attendance of professional development trainings, perceptions, teaching loads and performance evaluation were closely examined. The regression analysis shows that performance evaluation was significantly affected by variables such as sex, teaching experience, and attendance of professional development training.

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