The role of adult learning principles in the professional performance of instructors in Ethiopia

Abstract

This study examined how adult learning principles can enhance instructors' professional performance, particularly in teaching strategies and assessment. Using a convergent design, data were collected and analyzed from 63 survey respondents and 12 interviewees from instructors of Ambo University, Ethiopia. The results indicated that instructional strategies and assessment techniques aligned with adult learning principles improve instructors’ performance, and this improvement remains similar across various levels of teaching experience. The study concludes that professional development programs for instructors should integrate adult learning theories to maximize their effectiveness.