Relationship between Intellectual Capital and Teachers’ Professional Development in Higher Education Institutions

Abstract

The present study explores the role of intellectual capital in teachers’ professional development in higher education institutions in Punjab, Pakistan. The dimensions of intellectual capital comprise social, human, structural and spiritual capital that were explored in relation to professional development. Data were collected from 385 respondents by using a multistage sampling technique. Quantitative data were analyzed by using SPSS. The analysis revealed a strong positive relationship between intellectual capital and teachers’ professional development. Teachers’ intellectual capital comprises knowledge related to intangible assets embedded in an educational institution and relationships with other professionals and stakeholders via teams, groups, and networks to enhance their professional development. The results also showed that teachers spend considerable time over building their social, human, spiritual and structural capitals that aid them in materializing their goals pertaining to the professional development. Teachers with strong social ties and networks tend to have more opportunities at their disposal both in public and private sector institutions.