Motivation For Professional Development Research Articles

Profiling Teachers’ Motivation for Professional Development: A Nationwide Study

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.

A retrospective study of a climate change communication train-the-trainer program

Train-the-trainer programs are an effective method for improving educators’ content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated in a climate change train-the-trainer program. Using expectancy-value theory and the Professional Development Motivation Model, this study explored the components of the program to identify what contributed to the outcomes of the train-the-trainer model. The positive components included in person meetings, a paid coordinator to support the educators following the training, and evidence-based pedagogical strategies for teaching about climate change. Negative features included interpersonal and intrapersonal conflicts related to learning new pedagogical strategies. A small number also felt the curriculum was not applicable to their communities. Organizations should consider these factors as they design new programs to best serve their participants.

Theoretical Analysis of the Problem of Formation of Professional Readiness of Employees of the Ministry of Internal Affairs of Russia to Perform Official Duties

The author considers in detail such aspects in his work, which are devoted to the system of psychological support in the learning process. The study of the influence of the mental health of employees of the internal affairs bodies of the Russian Federation on their work productivity and communication in the service team. The subject of the research in the presented work was the process of professional education and training for law enforcement officers in various conditions. The purpose of the study was to determine the features of the formation of professional skills of employees of the internal affairs bodies of the Russian Federation. The object of the study was the professional skill formed by law enforcement officers in the process of performing official duties. The main conclusions of the study are the assumptions that the readiness of employees of the Ministry of Internal Affairs of Russia is often formed under the influence of various factors, circumstances and conditions. As the main ones, the author identified such as the development of professional motivation, psychological readiness to work in conditions associated with increased loads and peculiarities of service, awareness of the value of human and citizen life, the formation of verbal and non-verbal communication culture, the formation of tolerance to stressful situations, the absence of excessive requirements. The work is based on the analysis of fundamental and modern research on this issue, processing and drafting of modern provisions for training law enforcement officers to perform official duties.

THE ROLE OF ACHIEVEMENT SUCCESS MOTIVATION IN THE PROCESS OF PROFESSIONAL FORMATION OF POTENTIAL MANAGER-LEADERS

Professional activity is an important component of personality development and determines psychological state, physical health, well-being and life satisfaction. The process of assimilation and implementation of professional activity is a holistic process of becoming a specialist, including internal and external means. Internal means include knowledge, skills, motivation, character, and other aspects, while external means include social regulators, materials, and informational means. Professional development leads to the achievement of professional maturity and level of professionalism. The development of professional motivation in university education plays an important role in the formation of future managers as professionals. In the article, the authors provide a systematization of the components of the motivation system at various stages of opting and professional training. A detailed study of the motives of educational and professional activity indicates common and different aspects for both stages. Learning motives include cognitive need, motivation to achieve success, interest in the process and results of learning. Motives for professional activity include prestige, material means, recognition, development, and self-realization. In particular, the motivation to achieve success is defined as a key motive for the professional development of future managers, organizing their behavior, influencing the goals and the choice of ways of achievement, promoting satisfaction with the choice of profession and self-realization. To determine the level of achievement motivation among students majoring in «Management» at Alfred Nobel University, an experimental study was conducted using the Mehrabian Achieving Tendency Scale (MATS). At the same time, it is evaluated which of these two motives dominates. 71 applicants - future managers - participated in the empirical study. To determine the main professional motives, the test «Motives for choosing a profession» was used. Based on the results of the analysis, the predominant motives for the applicants who obtain professional training in the specialty «Management» were determined. According to the respondents, the most important motivations for the profession were that the profession of a manager allows you to realize your abilities for managerial work; makes it possible to develop professional skills; makes it possible to benefit people; corresponds to the respondent’s abilities and is highly paid. As a result of the experiment, it was determined that applicants who choose to study in the «Management» specialty and have a dominant desire for success make a more conscious choice of a profession that matches their abilities. The conclusions can be used, firstly, to improve educational programs for training future managers in institutions of higher education in the context of filling them with educational components that will correspond to the motives for choosing a profession and develop the motivation to achieve in the acquirers – future managers of leaders. Secondly, the research findings will be useful in management and business, namely, in the personnel management system of organizations. The use of achievement motivation tests and «Profession Choice Motives» are proposed to evaluate candidates who have a diploma in the specialty «Management» or are still taking senior courses, as a tool to focus on more promising and motivated candidates.

Teachers Motivation for Professional Development as a Means of Increasing Preschool Education Quality

Teachers Motivation for Professional Development as a Means of Increasing Preschool Education Quality

The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China

Most of the higher vocational colleges in China are public institutions. The government prefers to enhance the intrinsic motivation of teachers’ professional development through effective management. Taking the Chinese government’s strong advocacy of the professional value of the “craftsman spirit” as a background, this study aims to define the constituent factors of intrinsic motivation for the career development of higher vocational college teachers. This study proposes to explore the role of inclusive management styles on the professional development of teachers in public vocational institutions in order to address the hindering effects of human-organizational relationships on the intrinsic motivation of teachers’ professional development following Chinese management styles. Within three weeks, through the online questionnaire distribution platform, email, and WeChat, questionnaires were sent to teachers in colleges in Guangdong Province using the whole sampling method. A total of 546 questionnaires were distributed, of which 538 were retrieved and 521 were deemed valid for analysis. Using a structural equation model for data validation, the results indicate that inclusive leadership and inclusive climate are positive external factors that stimulate teachers’ intrinsic motivation for professional development (r = 0.496, 0.491) and contribute to the formation of organizational inclusion (r = 0.413). Job satisfaction is an intrinsic self-motivating factor (r = 0.479, 0.380, 0.451). Organizational inclusion can mitigate interpersonal barriers and become a practical management approach to enhance teachers’ intrinsic motivation for career development. AcknowledgmentWe acknowledge teachers from higher education vocational colleges in Guangdong Province, China, who responded to the questionnaire for this study.

THE DEVELOPMENT OF PROFESSIONAL MOTIVATIONS OF THE FUTURE PSYCHOLOGISTS IN THE CONTEXT OF SITUATIONAL MODELING

Abstract: key concepts about professional motivation are considered. An overview of theoretical and empirical methods of diagnosis and interventions to develop professional motivation has been made. The structural model of the process of formation and/or development of professional motivation in students of psychologists with the help of situational modeling is displayed.

Professional socialization of hospital nurses: A scale development and validation study

BackgroundTools currently available to measure professional socialization are outdated or could not reflect various properties of professional socialization of nurses. Thus, the objective of this study was to develop and validate a professional socialization measurement instrument for hospital nurses.MethodsFifty-two items were initially extracted from literature reviews and in-depth interviews with 32 nurses. After content validity testing, 48 items remained. They were used to survey 881 hospital nurses in Korea in the testing phase for construct validity and reliability.Results: Four factors (21 items) were extracted: ethical practice and reflection, perception of respect and recognition, clinical competency based on leadership, and desires and motivation for professional development. These factors demonstrated good construct validity and reliability. Correlation coefficients of professional socialization with professional value, compassion satisfaction, secondary traumatic stress, and burden were 0.58 (p < 0.001), 0.70 (p < 0.001), − 0.08 (p = 0.014), and − 0.56 (p < 0.001), respectively. Reliability had a Cronbach’s alpha of 0.95. Test-retest reliability intraclass correlation coefficient was 0.90.ConclusionsThe four professional socialization scale factors in this study reflected attributes of knowledge, skills, values, and professional roles. Professional socialization of nurses can be continuously developed by emphasizing elements of the professional socialization scale in nursing education programs. Nursing managers should help nurses go through the professional socialization process. The professional socialization scale will serve as a tool for developing careers of hospital nurses.

Social environment’s effect on athletes motivation for professional development

Social environment’s effect on athletes motivation for professional development

Introjected Regulation in Teachers’ Professional Development Motivations

ABSTRACT This article examines how teachers’ professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others. Findings suggest that introjected regulation represents a potent yet complex motivator for working teachers in respect to their professional development. Given the extensive use of introjected regulation in the performative environment in which many teachers work, these findings thus have real contemporary relevance.

Построение личного карьерного маршрута как технология профессионального развития

The article presents an analysis of the approaches of domestic and foreign authors to project-based learning as a technology of professional development at the stage of students' education in higher educational institutions. Project-based training is considered as a leading technology, as it is in demand by both students and employers. Using the example of the preparation and implementation of projects by bachelors in the HR field, the advantages of project training technology are revealed as a process that allows forming the competencies of project development and implementation, teamwork and leadership, effective communication and social interaction, support for group decision-making, critical and systemic thinking. It has been established that projects carried out by order and under the guidance of an employer on the current topic of professional activity form motivation for professional development among students from the first year of study. The authors describe in detail the technology of project training, the results and the product of the project "Building a personal career route" in the context of digitalization of education. The advantages of using digital tools for project management in the format of distance education are highlighted. Based on the identified advantages of project-based training, recommendations were formed for the administration of universities and students on the use of professional development technologies at the stage of preparation at the university.

Psychological aspects of the formation of professional motivation of students of pedagogical specialties

The article discusses the psychological aspects of the formation of professional motivation of students of pedagogical specialties, and also presents the results of an experimental study of the structure of motivation of university students. Modern requirements for the training of future specialists pose challenges to the university of the formation of professional commitment and motivation of students. A modern graduate who has mastered a particular pedagogical specialty should have such characteristics as high motivation in future pedagogical activity, mobility, purposefulness and competitiveness in the educational sphere. Therefore, it is necessary to create psychological and pedagogical conditions for the organization of the formation and development of professional motivation, contributing to the desire of students for self-realization in professional activities. The formed professional motivation of students of pedagogical specialties contributes to the formation of a competent, mobile, responsible future school teacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires special, scientifically based methods of diagnosis, analysis and development. Therefore, one of the most urgent today is the problem of the formation of professional motivation of students. By professional motivation we mean a set of factors and processes that encourage and guide an individual to study future professional activity. Effective development of professional education of a person is possible only with a high level of formation of professional motivation, which is an internal determinant of the development of professional competence. Key words: university students, pedagogical specialty, professional motivation, self-organization, psychological and pedagogical conditions, model, motivation structure. &nbsp

Socio-cultural image of the outstanding representatives of the Samara (Kuybyshev) medical intelligentsia in the post-war period

The distinguished representatives of the Samara (Kuibyshev) medical intelligentsia made a great contribution to the development of Russian medicine. The analysis of the social and cultural aspects of the formation of the leaders of major scientific and pedagogical school functioning at Kuibyshev Medical Institute named after D.I. Ulyanov makes it possible to identify value priorities, views, the development of professional motivation, attitudes to colleagues and patients. The examples of lives of the founders of the proctology school, A.M. Aminev, the ophthalmology school, T.I. Eroshevskij, the otorhinolaryngology school, I.B. Soldatov, helped to single out the main features of their socio-cultural image. Both published and unpublished documents which are kept in the Central Archive of the Ministry of Defense of the Russian Federation, the Central Archive of the Samara region, Samara State Medical University archive and in the personal archives were used for the research. In the course of the conducted study it was proved that high professionalism, commitment, constant scientific search, the developed sense of civic duty and responsibility, care for the patients served as the foundation of the great contribution to the Soviet medicine, of the achievement of significant medical discoveries and the formation of the Kuibyshev Medical University scientific and pedagogical schools.

Analysis of learning motivation of listeners of the system of professional development of medium medical workers

The paper presents the results of a study of the motivation for professional development of students of advanced training courses for nursing staff in the modern system of continuous medical education. Proposals for increasing educational motivation are formulated.

READINESS FOR INNOVATIVE ACTIVITY OF HEADS OF GENERAL SECONDARY EDUCATION INSTITUTIONS AS A COMPONENT OF PROFESSIONAL CULTURE

The article is devoted to the analysis of the state of readiness of heads of general secondary education institutions for innovative activities in the context of professional culture. The purpose of the study was to theoretically substantiate and experimentally test the state of readiness for innovation of heads of general secondary education institutions as part of professional culture. The hypothesis of the study was based on the premise that the readiness of GSEI leaders to implement innovative educational and management technologies is based on such a component of professional culture as continuous training in formal, non-formal and informal education. Objectives of the study: to analyze the state of readiness of the leaders of GSEI for innovation; experimentally prove the research hypothesis; identify the most important pedagogical conditions and make recommendations to increase the readiness of GSEI leaders to innovate at the level of GSEI. It was found that GSEI leaders have a sufficient and high level of readiness for innovation. The pedagogical conditions include the presence of positive motivation for professional development and self-development of GSEI leaders in the conditions of formal, non-formal and informal postgraduate education. The necessity of creation and implementation in each GSEI of the program and methods of development of readiness for innovative activity of pedagogical collective which would be directed on improvement of professional-pedagogical, scientific-methodical and administrative skill and self-educational activity of heads and teachers is proved. An important recommendation is to create a modern communicative environment in GSEI, in which the subject-subject interaction of the head with teachers in the system of «tutoring – coaching» will take place. We see the prospect of scientific research in the development of innovative technologies, forms and methods of professional development of leaders of GSEI in the context of globalization of education.

Assessment of Professional Competencies: A Regional Model

The article deals with the problem of assessing the professional competencies of personnel. A theoretical model is proposed, which is based on the assessment of subjective conditions of professional deficits and its empirical verification. As a result of the factor analysis of the data obtained during the survey of 3375 teaching staff in 61 municipalities of the Krasnoyarsk Territory, the structure and content of the model were clarified. The analysis of professional deficits revealed the gender and age specifics of the model in the conditions of regional development. It is proposed to consider value orientations, the use of online communications, professional well-being, attitude to the profession, grounds for professional choice, motivation for professional development, involvement in the educational process and organization of work with professional deficits in the organization as the subject of assessment of professional deficits of teaching staff in the refined model. The study was carried out within the framework of the project «Comprehensive study of professional deficits of teachers of the Krasnoyarsk Territory», with the support of the Krasnoyarsk Regional Foundation for the Support of Scientific and Scientific-Technical Activities. The obtained results contribute to the development of tools for assessing professional competencies, make it possible to become the basis for the development of professional development programs and the work of professional development centers

Competition of Scientific Professional-Oriented Reports as a Tool For Development Motivation to Study the English Language Among Students of a Non-Linguistic University

The problem of holding scientific conferences on professional topics for non-language students is being updated in English for professional development and motivation to learn a foreign language. The purpose of the article is to analyze the achievements and difficulties of making a research and speaking at a scientific conference. Methodology. In the course of the study, methods such as analysis of domestic and foreign literature, the method of interviews, discussions for feedback, and generalization of pedagogical experience were used. Results. Having analyzed the literature on the topic of our research, as well as the experience of organizing and preparing students for a scientific conference, it can be stated that the scientific conference is important for students to create a more effective motivation for professional development and learning English, without which the professional outlook narrows. The role and importance of individual work, work in groups and consultations with the teacher are shown. Based on the results of scientific conferences, questionnaires and discussions with participants, the strengths of scientific conferences and the process of preparing for them are highlighted. The difficulties faced by students in research work are indicated and the conditions under which it is possible to overcome them for successful preparation are argued. Based on the results of the research, priorities are identified and proposed, which are determined by us as key for use in preparation for a scientific conference.

LEARNING ORGANIZATION: A NEW MANAGEMENT PARADIGM

The article substantiates the need and forms an actual conceptual foundations vision of a learning organization development, which has a number of unique competitive advantages due to the effective intellectual potential use. A number of differences in understanding the essential learning organization characteristics, as well as its fundamental differences with a traditional organization, are distinguished. The key concepts of the formation of a learning organization, as a fundamental component of the intellectual potential management system are specifying. Implementation of the formulated concepts will create a basis for building a learning organization to accelerate the transition to an innovative development model. The problems of individual and organizational training as the necessary condition for the development and effective use of the organizations intellectual potential are analyzed. The fundamental principles of learning organization constructing, which are based on a new management paradigm are highlighted. The author's definition of the "learning organization" and "corporate culture" categories essence is given. The theoretical model of the learning organization, which contains a description of such an organization and interconnection between its basic elements, is developed. For these organization elements, the requirements of which contributes to the development and implementation of the over pointed self-learning organization abilities at the highest possible level consideration and systematized. The main norms and values representing the corporate culture of the learning organization are given. Motivators and tools that make it possible to create an effective system of employees’ motivation to increase the level of labor intellectualization in the organization are revealed. The personnel professional development motivation methods are analyzed. The pyramid of managers’ professional competencies by organizational and serving levels and is accentuated at leadership phenomenon. The strategic vision of the learning organization development is formed. The actual directions of a defined problem further development is the search for ways to effectively use intellectual potential in the learning organizations conditions based on the use of a systematic approach.

Exploring the Reasons for the Inadequate Clinical Competency in the Newly Graduated Nurses: A Qualitative Study

Aim: The most important mission of Healthcare systems is to deliver safe, efficient, and high-quality patient care. Manpower is the key pillar in achieving this goal. Studies show that newly graduated nurses do not have sufficient clinical competence to care for patients. This study aimed to explore the reasons for inadequate competence of newly graduated nurses. Method: The present study is a qualitative study. Participants in this study were 30 individuals, including nursing students, newly graduates nurses, nursing faculties, clinical nurses, nursing managers and deputies for the education of nursing schools who were selected by purposeful sampling method. Data were collected through semi-structured interviews. The data collection continued to data saturation. Data were analyzed using qualitative content analysis in MAXQDA 10 software. Results: Three main categories emerged as reasons for the inadequate clinical competency in the newly graduated nurses i.e. inefficient mechanism of student recruitment, ineffective education, and gloomy outlook for the nursing profession. Conclusion: Training qualified clinical nurses is a dynamic process that requires enrolling the appropriate individuals, preparing a suitable infrastructure to train, training them effectively, providing in-service training, and providing the necessary motivation for professional development in the health care settings.

The Role of Graduate Education in Professional Development of Teachers: Is Graduation Enough?

This research aims to determine the role of graduate education in supporting the professional development of teachers. The qualitative research method was employed, and the basic qualitative research design was utilized. The study group of the research consisted of 25 teachers who had graduate level and were working in a province center in the Central Black Sea Region of Turkey. In-depth interviews were held with teachers through a semi-structured interview form developed by the researchers. The data were analyzed with content analysis using the MaxQda software package. The results of the study revealed that the teachers pursued graduate education mostly to achieve personal and professional development and to build an academic career. They stated that graduate education provided them with the skills of scientific thinking and research, communication, teaching and evaluation, and establishing theory-practice relationships, as well as knowledge of the profession and the field. They also added that they gained positive attitudes towards their profession, students, education, and life in general. A considerable part of the teachers stated that with graduate education, they realized the importance of professional development, their approach to evaluating events changed, and that their self-confidence, satisfaction, and performance increased. Almost all of the teachers claimed that positive changes occurred in their approach to students after they had received graduate education. A significant portion of the teachers said that the graduate education they received contributed directly to learning and applying new methods and techniques and led to some tangible changes in their measurement and evaluation practices. On the other hand, teachers also touched on important problem areas, such as the lack of a career system that encouraged graduate education and failure to put what had already been learned into practice for various reasons. Findings showed that it was not enough to have graduate education alone and that some measures regarding both the structure of graduate education programs and the working environment of teachers needed to be taken. Based on the results of the research, we recommend that a career system that will increase the professional development motivation of teachers should be created and that the degrees to be obtained in the fields of education and educational sciences should be prioritized in this system.