Publication Date

2026

Document Type

Dissertation/Thesis

First Advisor

Hunt, Rebecca D.

Second Advisor

Smith, Thomas J.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

Professional development needs for online teaching have recently become an important aspect of educational research, driven by the increasing number of online courses and the institutionalized use of digital technologies in education. This study examined how Kiswahili instructors perceive the importance of competencies for online teaching and their confidence in performing these competencies, based on self-efficacy theory to identify the professional development needs for online teaching among Kiswahili language instructors. Higher education instructors with experience in online and prospective Kiswahili teaching, both as a first and second language, were asked to complete a 31-item survey assessing their perceived importance and confidence in four competency elements: course design, course communication, time management, and technical competencies. The Borich needs assessment model was employed to identify highly ranked professional development needs. Inferential statistics were used to examine the extent to which perceived importance and confidence in online teaching competencies, as well as the professional development needs of Kiswahili language instructors, vary by gender, age, experience with online teaching, and experience with professional development.

Extent

153 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

Download

Available for download on Wednesday, December 02, 2026

Share

COinS