In-service Training Programs Research Articles

Effect of in-service training program on Improving Nurses’ performance Regarding Venous thromboembolism prophylaxis during pregnancy and postpartum

Effect of in-service training program on Improving Nurses’ performance Regarding Venous thromboembolism prophylaxis during pregnancy and postpartum

Analysis of the Operation Status of Online In-service Training Programs Related to Inclusive Education

Analysis of the Operation Status of Online In-service Training Programs Related to Inclusive Education

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement

In the rapidly evolving landscape of education, the continuous professional development of teachers is essential for maintaining high standards of teaching and enhancing student achievement. In-service teacher training programs, which provide ongoing education and training for currently employed teachers, are a crucial component of this professional development. This study uses a mixed-methods approach to investigate the efficacy of in-service teacher training programs in enhancing student success and teaching quality. To obtain thorough data on their experiences and perspectives, 286 in-service teachers from various schools around Kampala completed a survey. Additionally, 52 in-service teachers were interviewed, providing a comprehensive insight into their experiences. According to the quantitative results, 71% of the respondents had previously taken part in in-service training; 61% reported improvements in the quality of their instruction, and 71% noted improvements in student performance. The chi-square tests and regression analysis results showed that in-service training significantly improved student achievement and teacher quality. These findings were corroborated by the qualitative data, which highlighted themes including improved teaching strategies, increased teacher confidence, enhanced student engagement, impact on student achievement, and teacher motivation and morale. The study also highlights the value of peer cooperation and hands-on workshops in training programs and emphasizes the necessity of ongoing, customized professional development. This study offers a comprehensive knowledge of the efficacy of in-service teacher training programs by integrating quantitative and qualitative data. This understanding will be beneficial for educators and policymakers as they build more effective professional development initiatives.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

The Effects of Influencing Factors on Upper Secondary School Teachers’ Use of Digital Learning Resources for Teaching

Due to the disruptive societal challenges in the 2020s and increased use of digital tools in education, there is a growing need for more studies that investigate and reveal the factors that influence teachers’ use of digital learning resources (DLR). Therefore, the aim of this study is to explore the effects of influencing factors on upper secondary school teachers' use of digital learning resources for teaching. 243 teachers from 23 upper secondary schools in Sweden participated in a survey that included a six-point Likert scale. The data was analysed using exploratory factor- and correlation analyses. The study contributes with five unique different influencing factors: 1) facilitating school environment, 2) social support, 3) previous work, education, and hobby, 4) student-oriented factors, and 5) stress. The previous work, education and hobby, and the stress categories differ significantly from previous studies. The findings also revealed five different dimensions of teachers’ use of DLR: creative purposes, providing teaching materials, providing student feedback, tests and games, and the use of film, audio, and virtual simulation. The findings indicate that teachers who use DLR with a focus on their students’ learning are more creative in their use of DLR. The implications are that some teachers need more time and in-service training to develop basic skills with DLR to reduce their stress for using DLR. Based on the findings of this research, it can be suggested that in-service training programs need to focus more on students’ needs to promote a more creative use of DLR for teaching.

Methodological Insights into Assessing Effectiveness of In-Service Teacher Training Programs: A Meta-Synthesis Approach

Methodological Insights into Assessing Effectiveness of In-Service Teacher Training Programs: A Meta-Synthesis Approach

The Influence of a Scientific Investigation Workshop on In-service Biology Teachers’ Attitudes Towards Scientific Investigations

Biology teachers’ attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these biology teachers’ attitudes towards conducting scientific investigations. The result is that they conduct the minimum number of investigations with their learners, or don’t conduct them at all. Professional, in-service training workshops allow biology teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop affected biology teachers’ attitudes by measuring the ABC attitude model’s affective, cognitive and behavioural components. Likert-type, five-point scale items were used for the 20 pre-surveys and the same for the 20 post-surveys that were completed and collected for analysis. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations amongst biology teachers. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed biology teachers’ confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this workshop caused a significant improvement in teachers’ intended behaviours in implementing scientific investigations in the science classrooms, as they gained valuable knowledge and skills regarding the science apparatus and the use thereof in conducting scientific investigations.

Determination of individual disaster resilience levels of hospital staff: A case study of Kartal Dr. Lütfi Kirdar City Hospital

Istanbul is one of Turkey's most important financial and industrial centers, and it is located in a region with a high potential for seismicity. Due to its historical architecture and high level of urbanization, the city has a large population and is particularly vulnerable due to the building stock that will be affected by earthquakes. In the event of a possible earthquake in Istanbul, it is crucial that the hospital staff have high levels of disaster resilience/resilience. This is particularly important given the seismically isolated and earthquake-resistant structure of Istanbul Kartal Dr. Lütfi Kırdar City Hospital and its capacity to serve those injured by the earthquake. This study examines the resilience levels of hospital staff at Kartal Dr. Lütfi Kırdar City Hospital in the face of earthquake disasters and the various factors that affect these resilience levels. The data for this study were collected using a 13-question personal information form and the ‘Individual Disaster Resilience Assessment (IDRA)’ scale developed by DiTirro (2018). Descriptive statistics, Pearson Chi-square tests, Independent Samples T-tests, and One-Way ANOVA were used to analyze the data. The research found that the hospital staff's IDRA scores averaged 3.27. It was concluded that the mean resilience score of the participants was above the medium level. The research findings show that receiving disaster training or being prepared for disasters in advance significantly influences individual resistance/resilience. In this context, it is essential to determine the earthquake resistance levels of all healthcare workers in Istanbul, especially those at the city hospital where the study was conducted. Necessary training should be provided, and simulation-based disaster drills should be planned and integrated into in-service training programs. Additionally, projects should be developed to ensure that healthcare workers can reach their hospitals safely during disaster situations.

Exploring ESL Teachers’ Perceptions About In-Service Training To Teach Single National Curriculum In Pakistan

This study examines the effectiveness of in-service teacher training programmes in Pakistan, particularly in implementing the Single National Curriculum (SNC) 2020 for English. Employing a qualitative research design, data was collected through semi-structured interviews with Primary School Teachers (PSTs) teaching English in government schools of Punjab. As per the findings, the online mode of SNC training is found to be ineffective, with teachers expressing a preference for face-to-face training that involves practical demonstrations. Furthermore, [1]issues such as inadequate planning, lack of learning resources, and disparities between the curriculum and actual classroom conditions were highlighted. ESL teachers also reported challenges linked with the socio-economic background of students and poor infrastructure in schools, particularly in rural areas. The study highlights the need for enhanced teacher training programmes that incorporate practical, hands-on experiences and address context-specific challenges. Recommendations include conducting face-to-face training sessions, providing learning materials, recruiting competent trainers, and improving school infrastructure. The findings underscore the pivotal role of teacher training in the successful implementation of educational innovations, suggesting that ongoing and sustained professional development is necessary to facilitate teachers in applying new curricular practices effectively.

Planning Steps of The Orientation Period and Competency Improvement for Employees Appropriately

This study aims to explore the appropriate planning steps for orientation and competency enhancement of employees based on the in-service training model with an andragogical approach. Andragogical approach considers the characteristics of adult learning, allowing for the development of more effective learning strategies in the workplace context. The research methodology employed is a literature review and analysis of various in-service training models implemented in different organizations. The findings highlight key steps in planning orientation and competency enhancement, including identifying training needs, developing relevant curricula, devising interactive teaching strategies, and ensuring ongoing evaluation. The practical implications of this research involve the development of planning guidelines to assist organizations in designing and implementing effective and relevant in-service training programs for employee development.

Opinions of Science Teachers Working in BİLSEMs on the Adequacy of In-Service Training

The current study aims to determine the opinions of science teachers working in BİLSEMs on the adequacy of the in-service new skills provided by the Ministry of National Education of Turkiye. The study employed the case study design, one of the quantitative research models. The study participants are 11 science teachers working in BİLSEMs in different provinces in different regions of Turkiye in the 2022-2023 school year. In the determination of the participants, the purposive sampling method was used. As the data collection tool, a semi-structured interview form developed by the researchers in line with the expert opinions was used. Descriptive and content analysis techniques were developed to analyze the data obtained from the interviews. As a result of the research, it was determined that the participants expressed their opinions that in-service training through distance education was insufficient, that the content should be enriched, and that essential information for specially gifted children and different methods for science lessons should be included in the in-service training course. In this regard, various in-service training programs designed by the opinions of teachers can be developed.

Knowledge, Attitudes, and Practices Towards COVID-19 Infection among Oral Healthcare Workers at a Tertiary Dental Hospital in Sri Lanka

Oral healthcare workers are at a higher risk of contracting COVID-19 due to the nature of their work. Therefore, the present study aimed to assess the knowledge, attitudes, and practices towards COVID-19 among all categories of oral healthcare workers (OHCWs) at a tertiary dental hospital in Sri Lanka. This was a descriptive cross-sectional study conducted towards the end of COVID-19 pandemic in December 2022. A self-administered questionnaire was used as the study instrument. The knowledge, attitudes and practices were categorised as poor- <60%, moderate- 61-80%, excellent ->80% according to the score. The mean knowledge score, attitude score and practice score of OHCWs regarding COVID-19 infection was 6.7 (SD1.5), 35.5 (SD 3.7), and 13.6 (SD 2.8) respectively. Only 6.4% of the participants had excellent level of knowledge and it was significantly associated with the sex, OHCW category, and having children less than 10 years. Only 1.7% of participants exhibited excellent attitudes, and 75.5% of participants showed excellent practices. The practice score was significantly associated with sex, OHCW category, and marital status. OHCWs in a tertiary dental hospital, Sri Lanka had a moderate level of knowledge and attitude but excellent practices towards the COVID-19 infection. Continuous in-service training programs should be conducted among all OHCWs to improve the level of knowledge and attitudes as well as to maintain good practices for any future pandemic situations. Keywords Oral healthcare worker, Knowledge, Attitude, Practices, COVID-19, Sri Lanka

IN-SERVICE TRAINING PRACTICES AND TRAINERS€™ PERFORMANCE IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SCHOOLS IN RWANDA, A CASE OF KICUKIRO DISTRICT RWANDA

The primary aim of this study was to investigate the effect of in-service training practices on the performance of trainers in Technical and Vocational Education and Training (TVET) schools in Kicukiro District, Rwanda.The participants included personnel from the Rwanda Technical and Vocational Training Institute (RTTI), trainers, and school managers, totalling 398 respondents. This number comprises 12 school managers, 26 RTTI staff members, and 360 trainers from TVET schools in the Kicukiro district.The data analysis process utilized SPSS 22.0 software. The results indicated a strong relationship between in-service training practices and trainers performance in TVET schools in Kicukiro, Rwanda. This relationship was supported by a Pearson correlation coefficient (r) of 0.958, with a statistically significant p-value of 0.000 for a two-tailed test. This suggests that there was a statistically significant relationship between in-service training practices and trainers Performance in TVET Schools in Kicukiro District, Rwanda and confirmed by the R Square=.918which means that in-services trainings are highly appreciated to enhance trainers performance in TVET Schools in Rwanda. The study reveals the positive impact of industry partnerships on trainers performance. Industrial exposure allows trainers to gain firsthand experience of current industry practices and technological innovations. This study recommended that the government should allocate more financial resources to support in-service training programs in TVET schools.

Surveying Thai Secondary School Teachers’ Self-Reported Confidence and Demand for Digital Technology

This study investigates the confidence levels of Thai secondary teachers in using digital technology and their demand for professional development (PD) programs. A questionnaire was designed, covering four key areas: digital literacy, practical application of digital technology, problem-solving skills, and adaptability. The results revealed that teachers generally demonstrated either moderate or strong confidence in their digital skills, alongside a notably high demand for PD programs. Interestingly, these findings remained consistent across various demographic variables, such as age, teaching experience, gender, and educational background. Consequently, the study suggests an immediate need for in-service training programs for Thai teachers. However, it’s important to note potential limitations, including the sampling method used and concerns about the questionnaire’s validity and reliability.

Assessment of an In-Service Training Activity Transformed into an E-Learning Environment Using the Kirkpatrick Model

The aim of this study is to evaluate an in-service training program transformed into an e-learning environment using the Kirkpatrick evaluation model. A single-group experimental design was employed in the research. Thirty teachers who participated in the in-service training program were included in the study. The program was adapted to the e-learning platform and presented to the participants. Data were collected through surveys. 90% of the participants expressed satisfaction with the program, finding the e-learning format beneficial, and liking the content and presentation of the program, stating that it helped reinforce their knowledge. They mentioned a more flexible and comfortable learning experience compared to face-to-face training and acquired the targeted knowledge and skills by the end of the program. The findings indicate that an in-service training program delivered face-to-face can be successfully transformed into an e-learning environment and evaluated using the Kirkpatrick evaluation model. The e-learning format provided participants with a more flexible and comfortable learning experience. The program significantly improved participants’ knowledge, skills, and behaviors. Adapting the program to similar professional groups can offer various benefits, such as enhancing professional skills, increasing workplace productivity, and improving professional satisfaction.

Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers

This study assessed AI literacy among a group of preservice-teachers, and investigated the effectiveness of a suggested professional development program based on the Instructional Design Framework for AI literacy in developing pre-service teachers AI literacy skills. A quasi experimental approach with post-test pretest design was used for data collection. Thirty-seven undergraduate students from Palestine Technical University Kadoorie and Hebron University participated in this study. An AI literacy scale was developed, validated, and used for data collection. The results showed that the professional development program was effective in developing the AI literacy skills among the participant preservice teachers. Gender and specialty area of the participants did not significantly affect preservice teachers AI literacy skills after participating in the professional development program. Given the research results, it is recommended that teachers should be supported to integrate AI in classroom activities. AI technological tools should be included in pre-service and in-service training programs. Further AI tools combined with other professional development strategies should be researched among teachers from different subjects to enable generalizing the finding of this research and increasing it is validity.

Teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level

Abstract Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula. Through this research, we will also investigate the level of knowledge teachers’ knowledge about GREEN education, identifying possible gaps in their professional training in this field. The results will provide essential information for the development of in-service training programmes to support teachers in improving their skills in GREEN education. Therefore, the main objective of this research is to bring attention to teachers’ attitudes towards implementing and engaging in GREEN activities at pre-school level, providing relevant and practical data for improving the quality of pre-school education and training future generations in sustainability.

A Study of Professional Development and In-Service Teacher Training Programs at School Level in the Punjab

The main objective of this study is to investigate the importance, impacts, and challenges faced by teachers when carrying out in-service training programs. Using a descriptive research methodology, data was collected from 291 head teachers who were randomly selected through a questionnaire that was prepared specifically for this study. The key findings suggest that the gender and location of head teachers had no impact on their perspectives regarding the significance of in-service training for professional growth. Nevertheless, the way in which in-service training affects the professional growth of teachers differs greatly among districts. The study suggests that we should view professional development as a continuous process, where educational departments provide numerous opportunities for skill enhancement. Teachers are strongly urged to prioritize training programs and actively engage in all accessible opportunities, even if they require personal financial investment. In addition, it is essential for head teachers to frequently provide training programs that specifically target the competencies needed by their teachers.

Novice School Leaders’ Turnover Intentions: The Role of Working Conditions and Organizational Factors

Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish Principal Training Program to participate in an extensive survey, with a 65% (n = 1,998) response rate. The survey investigated turnover intentions, working conditions, prerequisites, and organizational ambiguity. The collected survey data, in combination with official data, were analyzed using ANOVA's to identify differences across actors and school levels, and linear regressions to investigate factors explaining turnover intentions. Findings: The findings revealed higher turnover intentions among public school leaders compared to private school leaders. This was attributed to differences in prerequisites and organizational ambiguity. All novice school leaders exhibited similar patterns regarding factors strongly associated with turnover intention, despite actor and school level affiliation. Specific levels of demand, autonomy, and support combined, predicted turnover intentions among novice school leaders with notable accuracy. Implications for Research and Practice: The study has profound implications for stakeholders in the educational system striving to decrease novice school leader turnover. Providing adequate working conditions emerges as a key factor for nurturing and retaining school leaders from the novice pool, offering insights into strategies for managing leadership transition in schools.