د لوړو زده¬کړو د کیفیت په تضمین کې د استادانو د مسلکي روزنې ونډه څیړل

Abstract

This research evaluates the role of professional development of teachers at Farah Higher Education Institute to determine the extent to which these trainings impact the quality assurance process in higher education. The aim of the research is to demonstrate whether professional development can bring about positive changes in teachers' skills, teaching quality, and students' learning. The research utilizes a descriptive-analytical method, and data collection involved documentary analysis, questionnaires, observation, and statistical tools such as regression, correlation, and Cronbach's alpha. The statistical results of the research indicate that teacher training has a significant impact on teaching quality, and the regression model (R2=0.69) shows that these factors explain 69% of the change in quality. The high Cronbach's alpha values (0.72–0.90) confirm the reliability of the instruments. The opinions of teachers and students show that training brings positive changes in teaching methods, scientific knowledge, and the quality of interaction with students. The research also reveals that several challenges hinder the implementation of training, such as budget constraints, a shortage of trainers, and the unsustainable structure of programs. The research concludes that the professional development of teachers not only improves the quality of teaching but is also a fundamental strategy for the credibility, advancement, and effectiveness of higher education.