A global evidence review of systemic factors influencing participation in pharmacy professional development activities.

The purpose of this study was to determine if a relationship exists between level of social capital and the extent of participation in professional development activities for professional employees of a profit-based organization located in the Southeastern United States. The researcher used survey methodology to determine the extent of participation in professional development activities within a 12 month period and the level of social capital within an organizational setting. Multiple regression analyses were conducted to determine if a model exists to explain a significant portion of the variance in the extent of participation in professional development activities from selected demographic variables and level of social capital. One key conclusion is that the study participants engaged in more self-initiated activities than any other type of professional development activity. Self-initiated activities include such activities as searching the internet for work-related information and seeking work-related information from a mentor or colleague. A second conclusion is that social capital was found to be a significant predictor of participation in voluntary professional development activities that were in individual settings. This second conclusion addresses the recent emphasis on the need to study social networks in order to understand participation in learning activities (Hatala, 2006). In addressing this need, the conclusion helps to bridge a gap in human resource development literature by increasing the understanding of the role of social capital in participation in professional development activities. Given that individual activities include one-on-one collaborations with mentors/colleagues, it is recommended that human resource development professionals include mentoring and relationship building in employee development plans to encourage the use of one-on-one contacts to support the acquisition of work-related information.

It is well reported in the literature that professional development activities have great potential to increase teachers competencies in different areas, resulting in greater learning opportunities for students. In Turkey, however, teachers participation in professional development activities is significantly lower compared to almost all developed countries. In this context, this study aims to explore the different teacher- and school-level factors associated with teachers participation in professional development activities in Turkey by using a nationally representative data set from the Teaching and Learning International Survey (TALIS) and employing a multi-level statistical analysis with Hierarchical Linear Modeling (HLM). Results of the study show that several teacher- and school-level factors are significantly associated with teachers level of participation in professional development activities in Turkey. Specifically, the significant role of school principals in teachers professional development is explored. It is therefore suggested that school principals should be educated on the importance of in-service professional development activities for teachers and their significant role in this matter.

The present study aims to investigate in which areas teachers need Professional Development Activities (PDAs), the barriers that prevent teachers from participating in PDAs, their frequency of participating in collegiality-based PDAs, and the relationship between their views about the effectiveness of PDAs and their professional commitment. The sample of the study comprised 821 teachers working at different grades in public schools. The study draws the following conclusions: The vast majority of teachers were of the opinion that the PDAs they participated in had positive effects. It was found that teachers mostly needed knowledge about the effective use of information technologies in education as well as about subject-specific teaching methods and techniques. It was observed that teachers did not participate sufficiently in collegiality-based PDAs that include peer coaching. Finally, it was found that teachers’ perceptions of barriers to their participation in PDAs, their level of need for PDAs, and their frequency of participation in collegiality-based PDAs had a significant effect on their attitudes towards PD.

<p>本研究主旨在探討國小校長教學領導、教師協作及教師自我效能對教師專業發展活動參與的影響，並以教師協作及教師自我效能為中介變項，探討校長教學領導透過教師協作對教師專業發展活動參與的影響以及教師協作透過教師自我效能對教師專業發展活動參與的影響，此外，再以校長教學領導為調節變項，探討校長教學領導在教師自我效能與教師專業發展活動參與間的調節效果。研究對象為參與TALIS 2018調查的臺灣國民小學的校長與教師，共200位校長及3494位教師，並運用階層線性模式(HLM)來進行多層次分析，探討教師層次與學校層次變項對教師專業發展活動參與的影響。研究結果發現：一、教師自我效能對教師專業發展活動參與有直接影響；二、學校領導對教師專業發展活動參與有正向影響；三、教師專業合作對教師專業發展活動參與有正向影響；四、學校領導對教師協作有正向影響；五、教師協作對班級經營與課堂教學有正向影響；六、教師專業合作會透過課堂教學對教師專業發展活動參與產生間接影響；七、學校領導會在教師自我效能與教師專業發展活動參與間扮演調節的角色；八、校長領導會透過教師專業合作對教師專業發展活動參與產生間接影響。根據上述研究結果本研究提出相對應的研究建議。</p><p>This study aims to explore the influence of elementary school principals’ instructional leadership, teacher collaboration, and teacher self-efficacy on participation in professional development activities. With teacher collaboration and self-efficacy as mediating variables, it examines the effects of principals’ instructional leadership on teacher participation in professional development through collaboration and the impact of collaboration on participation via self-efficacy. Additionally, it investigates the moderating effect of principals’ instructional leadership on the relationship between teacher self-efficacy and professional development participation. The study focuses on principals and teachers from Taiwanese elementary schools participating in the TALIS 2018 survey, including 200 principals and 3,494 teachers. Hierarchical Linear Modeling (HLM) was employed for multi-level analysis to examine the influence of variables across teacher and school levels. The findings include: (1) Teacher self-efficacy directly influences participation in professional development activities; (2) School leadership positively impacts professional development participation; (3) Teacher collaboration has a positive effect on professional development participation; (4) School leadership enhances teacher collaboration; (5) Teacher collaboration positively affects classroom management and teaching practices; (6) Professional collaboration indirectly influences participation in professional development through classroom teaching; (7) School leadership moderates the relationship between teacher self-efficacy and professional development participation; and (8) Principals’ leadership indirectly affects participation through professional collaboration.</p>

BackgroundTo improve professional development, it is important to understand the motivational factors behind nurses’ participation in specific types of continuous professional development activities. Effort–rewards imbalance (ERI) posits an imbalance between high efforts spent at work and low rewards sometimes received in turn. However, professional nurses have various ERIs that can influence their reasons to participate in continuous professional development activities.AimThe purpose of this article was to propose a model for selected ERI factors, which motivate professional nurses to participate in continuous professional development activities.SettingTwo hundred and forty-one professional nurses working in a public national referral hospital in Namibia participated in the study.MethodsSurvey data on professional nurses’ reasons and motivations to participate in the professional development activities were analysed using a literature-based framework on ERI and reasons for participation in continuous professional development. The survey data were analysed for reflective relationships of ERI and reasons for participation in continuous professional development activities. A confirmatory factor analysis method using IBM SPSS AMOS version 23 was used to develop and validate the effort–reward motives for a continuous professional development model.ResultsFour effort-reward imbalance factors were derived from sixteen CPD motives. The reflective factors were (1) extrinsic efforts, (2) intrinsic efforts, (3) reward motives, and (4) over-commitment motives. The four conceptual factors made up a second-order effort-reward motives factor for the nurses’ reasons to take part in continuous professional development activities.ConclusionsThe results of this study show that professional nurses consider taking part in continuous professional development activities in order to carry out their work better but not as a way to increase chances of promotion. The study also concluded that the older professional nurses tend to have higher intrinsic effrot motivation than their younger counterparts. Thus, nurses could use these findings to understand the reasons which motivate them to develop professionally.

Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers’ propensity to engage in professional development activities.

The purpose of this study was to examine the relationship between factors (internal [personal] and external [environmental]) and teachers' participation in professional development (PD) programs in Turkey. The researcher employed a survey design, using a multiple-stage sampling method, selecting 30 out of 66 elementary schools in the Center district of Osmaniye, Turkey. All teachers present on the day of the survey administration were invited to participate in the study. The total number of returned, usable surveys was 525 out of 600 total questionnaires. After analyzing the collected data using Poisson regression, the researcher found that although age, teachers' attitudes towards PD activities, time, funding, and colleague influence affect teachers' participation in PD activities in statistically significant ways; gender, teaching experience, grade level of teaching, education level, teachers' self-efficacy, principal, and school culture do not affect their participation in these activities in Turkey.

Professional development activities are needed to enhance teachers’ performance. Likewise, in the Malaysian educational system, teachers are encouraged to go through such activities each year. There is need to study teachers’ views on these activities in order to design more appropriate professional development programs. The present study sought to investigate a group of Malaysian Math and Science teachers’ interest in professional development. For this purpose, a survey study was conducted by administrating a questionnaire to a group of school teachers (n = 300) in the State of Melaka. Analysis of the data revealed that female teachers were more interested in participating in professional development activities. Furthermore, Math teachers reportedly indicated higher interest in these activities than Science teachers. Additionally, as the results showed, less experienced teachers were more eager to take part in professional development programs than those with higher teaching experience. Finally, it was found that providing administrative support encouraged teachers’ participation in professional development activities. The results can shed light on the steps that the administrators need to take in order to improve the quality of the professional development programs of this sort.

This study examined the relationship between professional development activities and teaching competencies of public secondary Filipino teachers in Legislative District 3 of Isabela. Using a descriptive-correlational research design, data were collected from 80 teachers selected through stratified random sampling. The study assessed teachers’ profiles, the extent of participation in professional development activities, the level of teaching competencies, and the challenges encountered. Findings revealed that teachers perceived professional development activities as highly beneficial (M = 4.40) and demonstrated strongly evident teaching competencies across instructional planning, instructional skills, rapport with students, classroom management, and subject matter knowledge. Correlational analysis showed significant relationships between professional development activities and most teaching competencies, except for knowledge of the subject matter (p > 0.05). Major challenges identified included technological barriers, financial constraints, time limitations, and accessibility issues. The study concludes that professional development significantly enhances pedagogical competencies but has a limited impact on subject mastery. The findings provide evidence-based insights for improving teacher training programs and strengthening institutional support systems.

It is commonly known that teachers' professional development (PD) plays a vital role in the quality of the whole education system of any country. This study examines the impact of some demographic factors that affecting high school teachers' participation in professional development learning. To achieve this goal, author apply questionnaire for 966 high school teachers from various areas of Nghe. An province, Vietnam. Findings reveal that teaching experience and university where teachers graduated were correlated to their participation in PD activities. Based on the collected data, the article gives some recommendations for teachers and educational managers to increase their participation in PD activities, hence contributing to the quality of teaching and learning in education system.

Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

Abstract: Previous research on preparation for the VPSA role has emphasized career progression rather than participation in professional development activities. This study aimed to explore the perceived effectiveness of 11 different professional development activities across 8 of the NASPA/ACPA Professional Competency Areas for Student Affairs Educators in preparing them for the VPSA role. VPSAs gave high effectiveness ratings for discussions with colleagues and mentoring as professional development activities. Relationships were also crucial in professional development choices, with recommendations from colleagues and mentors being common ways to find out about and choose professional development activities. The findings offer insights for emerging student affairs leaders, institutions, and professional associations seeking to enhance preparation for future VPSAs.

School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers’ pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers’ participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one’s work schedule was one of the major barriers to PD participation for teachers.

To evaluate the validity of a script concordance test to assess guideline-consistent clinical reasoning by physical therapists in stroke rehabilitation, and to identify critical features of physical therapists specializing in stroke rehabilitation. A script concordance test was developed according to current standards. Four subgroups of physical therapists (those specializing in neurology, those focusing on neurology or geriatrics, other, and non-specialized undergraduate students) were asked to complete the test. The construct validity of the script concordance test was evaluated with 1-way analysis of variance (ANOVA) to estimate differences between subgroups. Associations between physical therapist characteristics, and script concordance test scores were analysed with bivariate regression analysis followed by multivariate analyses. The script concordance test, with 59 items, was completed by 211 physical therapists. ANOVA analysis showed statistically significant differences between the script concordance test scores of the 4 groups (p<0.001), with higher scores by the physical therapists specializing in neurology compared with the other, non-specialized, subgroups. The multivariate analysis showed that better guideline knowledge (B = 1.07; CI = 0.48-1.65; p =<0.001), successful completion of the Dutch Neurorehabilitation course (B = 4.1; CI = 1.37-6.87; p = 0.003), and participation in professional development activities (B = 2.4; CI = 0.05-4.68; p = 0.046) were associated with higher script concordance test scores. The script concordance test has good construct validity. Greater self-reported guideline knowledge, successful completion of the post-bachelor Dutch Neurorehabilitation course, as well as systematic participation in professional development activities facilitate important factors that enhance specialization. The script concordance test is a valid feedback tool for physical therapists to support professional development in the domain of stroke rehabilitation.

PurposeAs a profession, healthcare management values commitment to lifelong learning and continuous professional development. Individual participation, however, is voluntary and healthcare managers choose to participate based in part on perceptions of organizational support (rewards, promotion and recognition) as well as on individual values. As women are narrowing the career attainment gap, participation in development activities may play a critical role. This paper aims to present a pilot study which assesses the differences in male and female healthcare managers' participation in professional development activities and perceived organizational support.Design/methodology/approachAn exploratory survey was emailed to current and past members of three professional associations who share similar missions “to provide educational and networking opportunities” for their members in the southern region of Florida.FindingsThe findings suggest that women healthcare managers are less likely to pursue professional development activities than their male counterparts even when the outcome (i.e. obtaining professional certification) is associated with career advancement and salary increases. Furthermore, men are more likely than women to attend multiple continuing education programs when paying out of pocket.Research limitations/implicationsThis pilot study is one of the first attempts to account for the factors that explain gender differences in pursuing personal development activities. Rather than conclusive judgments, it provides directions for further research.Practical implicationsAs professional and leadership competencies become more ingrained in the industry, women may need to recognize and commit to development activities associated with healthcare leadership and management.Originality/valueCompetencies gained through professional development activities may impact career attainment.