Factors Affecting Teacher Development Activities: A Theoretical Perspective

intakhab alam khan, A Naseeb Khan


In this age of stiff and cut throat competition, teaching without focused attempts at ensuring quality is worthless. Considered as a viable proposition, quality higher education has received a lot of stress in India. University Grants Commission (UGC) took initiative in 1987 based on the proposal of NPE-1986 and established Academic Staff Colleges (ASCs) all around the country with a view to providing “on the job training” for the University teaching staff. Though the ASCs have been organizing and imparting training programs as per the guidelines of UGC, the possibility of their stagnation cannot be ruled out. In other words, they are prone to be caught in the stultifying sameness. The present analysis initially sheds light on the relevance of teacher development programs in general and activities conducted by the ASCs in particular. The main thrust of the study is to explore the factors that affect the teacher developmental activities. The findings of the study will lead to recommendation of a few steps to be taken towards making the training sessions more successful.


Teaching, quality education, teacher development, teaching staff, academic staff colleges

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