Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

Abstract

Scientific studies found the impact of professional development on effective classroom practices in Higher Education. This paper hypothesizes no statistically significant effect of lecturers’ professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple regression was used to showcase the effects of professional development factors on classroom practices. The sample of this study consisted of 45 professionally trained lecturers randomly selected from the three Saudi Universities. The study found that teaching competence has a positive statistically significant relationship with the classroom practices, next is technology, evaluation competence, human competence, and cultural competence are among the variables found to have weak effects on classroom practices in Saudi Universities.