Organizational and task factors aimed at enhancing occupational expertise through teachers’ professional development

Abstract

The study aimed to investigate the organizational and task factors as antecedents of teachers’ professional development (TPD) and occupational expertise (OE). Positivist paradigm had been used for the study. The data were collected through a structured questionnaire from a convenience sample of 233 faculty members in higher education institutions (HEIs) in Pakistan. The statistical test of correlation, descriptive, and regression were used to analyze the data. The results indicated that organizational and tasks factors and their dimensions positively and significantly affected TPD and OE. The results also found partial mediation of TPD between organizational and task factors and OE association. The results offered opportunities to administration in HEIs in Pakistan to invest in TPD to attain OE for sustained contribution in knowledge economy.

Keywords

• teachers’ professional development
• occupational expertise
• higher education institutions
• pakistan