A Multi-Stakeholder Needs Assessment for the Curriculum Development of a Graduate Diploma Program in Teaching Profession

Abstract

The periodic revision of teacher education curricula is essential for ensuring alignment with contemporary educational standards and societal needs. This study aimed to conduct a comprehensive needs assessment to guide the development of the Graduate Diploma Program in Teaching Profession. The research employed a needs assessment design, gathering data from 579 participants across five key stakeholder groups: administrators, instructors, students, graduates, and employers. Data were collected via custom-developed questionnaires and structured interviews, with analysis conducted using descriptive statistics and the Modified Priority Needs Index (PNImodified) to identify and rank the gaps between the current and desired states of the program across four domains: Context, Input, Process, and Product. The findings revealed a significant perceptual gap between stakeholder groups. Instructors reported the highest overall need for development (PNImodified = 0.11), primarily concentrated in the Input domain (resources and facilities). In contrast, employers uniquely prioritized the Character of graduates (PNImodified = 0.08), while students expressed the highest level of satisfaction with the current program (PNImodified = 0.02). The study concludes that a holistic strategy is essential for curriculum enhancement. Key recommendations include prioritizing investment in educational resources, realigning the curriculum to foster holistic attributes such as character, and establishing a continuous development cycle informed by ongoing stakeholder feedback.