Impact of Leadership Development Programs on Evidence-Informed Teaching Practices (Case Study of Four Private Universities in Tbilisi, Georgia)

Abstract

This study explores the effectiveness of leadership development programs in promoting evidence-informed teaching practices within private universities in Tbilisi, specifically at Caucasus University, Georgian American University, International Black Sea University, and The University of Georgia. By leveraging a mixed-methods approach, combining quantitative surveys and qualitative interviews with key decision-makers and faculty, we identified both facilitators and barriers to the successful implementation of these programs. The quantitative analysis revealed significant positive relationships between leadership program effectiveness, access to resources, supportive institutional culture, and continuous professional development with the promotion of evidence-informed teaching. Qualitative findings underscored the importance of institutional support and ongoing professional development, while also highlighting challenges such as resistance to change and resource limitations. Our results suggest that tailored leadership development programs, which address these specific needs and challenges, alongside fostering a collaborative culture and sustained professional development, can significantly enhance educational outcomes. This study underscores the need for broader government-funded initiatives and cross-border collaborations to further these educational goals.