Level Of Professional Commitment Research Articles

The relationship between personality traits, metacognition and professional commitment in Chinese nursing students: a cross-sectional study.

Professional commitment of nursing students is closely related to the stability of the nursing team. Personality traits and metacognition may be related to professional commitment. We investigate the association between Big Five personality, metacognition, and professional commitment among nursing students, and further explore whether Big Five personality modifies the association between metacognition and professional commitment. From December 2023 to January 2024, a cross-sectional study was conducted among 3631 nursing students from 17 universities in China through the online platform Sojump.com by cluster sampling method and using the general information questionnaire, BFI-44 (Big Five Inventory 44) scale, metacognition scale and professional commitment scale to investigate their demographic data, personality traits, level of metacognition and level of professional commitment. Latent profile analysis was employed to identify optimal categories of personality traits. Multivariate logistic regression was used to analyze the association between the personality traits and professional commitment, as well as metacognition and professional commitment in all participants and participants with different personality traits subgroups, adjusting for potential covariates. Furthermore, the potential mediating role of metacognition between personality traits and professional commitment was also investigated. Three distinct personality traits were identified: sensitive-negative personality (65.2%), ordinary personality (26.6%), and open-positive personality (8.2%). Compared with nursing students with sensitive-negative personality, nursing students with ordinary personality and open-positive personality were associated with professional commitment, respectively [OR (95% CI): 7.01 (5.99-8.20), 21.09 (15.43-28.83)]. The p value for trend of personality and professional commitment was < 0.001. Metacognition was associated with professional commitment [OR (95% CI): 5.95 (5.20-6.81); p < 0.001]. Personality traits could modify the association between metacognition and professional commitment (pinteraction = 0.009). The mediating role of metacognition between Big Five personality and professional commitment has also been verified. Personality traits and metacognition of nursing students need to be paid attention to, and interventions based on metacognition may help nursing students with different personality traits to improve their professional commitment level.

The association between school educational atmosphere, learning engagement, and professional commitment of nursing students, and learning engagement as the mediator

BackgroundThe current shortage and loss of nurses has become a significant problem in healthcare systems around the world. Professional commitment is essential to prevent the loss of nursing staff and stabilize the nursing workforce. ObjectivesThis study aimed to explore the unique relationship between school educational atmosphere, learning engagement, and professional commitment, and whether learning engagement would mediate the relationship between educational atmosphere and professional commitment. DesignA cross-sectional study design was used. SettingsThe participants came from six schools in four cities in Hubei Province, China. ParticipantsA total of 1009 nursing students above the first year of undergraduate studies were included by convenient sampling method. MethodsData were collected using the Educational Climate Inventory, the Utrecht Work Engagement Scale-student, and the Professional Commitment Scale. Pearson correlation was used to examine the relationship between educational atmosphere, learning engagement, and professional commitment. Mediation analysis was used to test whether learning engagement mediated the relationship between educational atmosphere and professional commitment. ResultsA positive educational atmosphere was associated with a high level of learning engagement, which was associated with a higher level of professional commitment. Learning engagement mediated the relationship between educational atmosphere and professional commitment. ConclusionsThe findings provide empirical evidence for promoting professional commitment in nursing students. Learning engagement is an important mediating variable connecting educational atmosphere and professional commitment. In order to stabilize the career choices of nursing students, it is necessary to take measures to improve their learning engagement during school.

Teachers' Levels of Professional Commitment

The aim of the study is to examine whether the levels of teachers' commitment to the profession differ according to various variables. Survey model, one of the quantitative research methods, was used in the research. The sample of the research consists of 608 teachers working in primary, middle and high school schools affiliated to the Ministry of National Education in Yakutiye, Palandöken and Aziziye districts of Erzurum province. As a data collection tool in the research; 'The Personal Information Form' and 'The Teachers’ Professional Engagement Scale’ were used. In the analysis of the data, descriptive analyzes, Mann-Whitney U test and Kruskal-Wallis H test were used. It was seen that the teachers' level of commitment to the profession did not show a significant difference according to the variables of age, marital status, professional seniority and graduated faculty, but showed a significant difference according to the variables of gender and teaching level. It has been obtained that the teachers' level of commitment to the profession is very high. It has been determined that female teachers have higher levels of commitment to the profession. It has been concluded that primary school teachers' level of commitment to the profession is higher than that of high school teachers. There was no significant difference according to age, marital status, professional seniority and graduated faculty variables.

Professional Commitment of Secondary School Teachers in relation to Self-Efficacy and Teacher Effectiveness

Professional commitment and self-efficacy are essential factors that influence teacher effectiveness. Teachers who are committed to their profession and have high self-efficacy are more likely to be motivated, engaged, and dedicated to their work, which can positively impact student learning outcomes. Professional commitment and self-efficacy are closely related to each other and can influence each other. Teachers who have high self-efficacy are more likely to be committed to their profession, while teachers who are committed to their profession are more likely to have high self-efficacy. Therefore, it is essential for schools and administrators to support teachers in developing and maintaining high levels of professional commitment and self-efficacy.

How Digital Competence Reduces Technostress

This research examined the link between digital competencies and technostress among university instructors in remote settings in Peru, with the goal of identifying if improving digital skills could help mitigate technostress. A non-experimental, quantitative methodology was employed, gathering data via standardized surveys such as the DigCompEdu Check-In and RED TIC. The participant group comprised 120 teachers, whose responses were analyzed using logistic regression in SPSS v27. Descriptive findings indicated that 55,6 % of the teachers demonstrated a high level of professional commitment, and 58,9 % showed proficient digital pedagogical skills. Inferential analysis showed a significant correlation between digital competencies and technostress, with a Nagelkerke index of 0,622, suggesting that about 62,2 % of the variation in technostress could be explained by differences in digital competencies. The study concludes that enhancing digital competencies among teachers could substantially reduce their technostress, emphasizing the need to effectively integrate these skills into teaching practices to improve the educational experience in virtual settings

A Study of Techno-Pedagogical Competence among Secondary School Teachers

To attain efficiency in every aspect of teaching, a teacher must have a high level of professional commitment. Teachers having appropriate techno-pedagogical skills can make teaching a more pleasurable experience without feeling much pressure. Techno-pedagogy has three ranges of information such as content, pedagogy and technology. Techno-pedagogical competence is teachers’ ability to use technology technology effectively in teaching. A teacher with competency in technology and pedagogy must know the existence, components, and capability of various technologies used in teaching and learning settings

Investigation of the relationship between professional commitment levels of classroom teachers and career satisfaction

In this study, the relationship between classroom teachers' professional commitment and career satisfaction was analysed. The research was conducted using relational survey model. The data were obtained with career satisfaction scale, professional commitment scale and information form for classroom teachers. The research was limited to the 2022-2023 academic year. The sample of the study is 290 classroom teachers working in public schools in different cities of Turkey. The data were analysed using ANOVA, t-test, correlation and regression tests. According to the results of the analyses, it was seen that there was a significant difference in the professional commitment of classroom teachers in terms of gender, years of service, place of work and educational status variables. It was concluded that career satisfaction of classroom teachers did not show a significant difference in terms of gender, years of service and place of work variables, but showed a significant difference in terms of educational status variable. It was found that there was a moderate, positive and significant relationship between professional commitment and career satisfaction of classroom teachers. According to the results of the regression analysis, it was determined that approximately 22% of the change in career satisfaction was explained by professional commitment. The findings obtained in the study were discussed and some suggestions were made on the subject.

Leadership in the time of Covid-19: Commitment, distress and forgetting

Conversations held during the 2020/2022 pandemic with selected NHS leaders about the workforce, and their own work and emotions, revealed considerable and often unprocessed psychological distress amongst staff and leaders, but also high levels of professional commitment and adaptability.

Burnout and professional commitment in medical faculty students in Türkiye: A cross-sectional analysis

Background: Burnout is a stress-related syndrome that affects medical students. Certain environmental and personal factors can contribute to the onset of burnout and lead to serious consequences such as dropping out of school, sleep disorders, depression, and even suicide. Professional commitment is a personal characteristic that positively influences burnout. Methods: This research was conducted to determine the differentiation of burnout levels among medical school students based on certain variables and examine the impact of professional commitment on burnout. The research sample consisted of a total of 130 individuals studying of Medical Faculty in Türkiye. Descriptive and correlational research techniques, including survey models, were utilized in the study. Data were collected through online platforms and face-to-face surveys. The collected data were analyzed using the SPSS program. Results: The research findings revealed that male students had higher depersonalization scores than female students (P&lt;0.05). Emotional exhaustion and depersonalization scores were found to be higher among students with poor academic performance (P&lt;0.017), those who did not choose medical school willingly (P&lt;0.017), and those who chose medical school due to family pressure (P&lt;0.05). Among female students, those who chose medical school willingly and those who chose it as their dream profession had higher scores of professional commitment. As professional commitment scores increased, burnout scale scores and their subscales, including exhaustion, depersonalization, and reduced personal accomplishment, decreased (P&lt;0.05). Conclusion: The findings of the study indicate a relationship between professional commitment and burnout, suggesting that professional commitment can reduce burnout levels. This highlights the importance of increasing the level of professional commitment among medical students, who are future physicians. Strengthening students’ commitment to their profession can decrease the risk of burnout and improve the quality of healthcare services.

Professional commitment and related factors among nursing undergraduates: A latent profile analysis

ObjectiveTo identify different subgroups of nursing professional commitment among nursing undergraduates and to analyze the related factors of the different subgroups. MethodsA cross-sectional study using the professional commitment scale with 430 nursing undergraduates was conducted. Latent profile analysis was used to explore the nursing students' professional commitment subgroups and using multivariate logistic regression to analyze the related factors of nursing professional commitment. ResultsThe overall mean score for professional commitment in nursing was (75.07 ± 14.715). There were three different subgroups of professional commitment characteristics, namely the “high professional commitment group” (20.465 %), the “medium professional commitment group” (66.279 %), and the “low professional commitment group” (13.256 %). Dissatisfaction with clinical placement (OR = 3.556, p = 0.008) and self-enrollment (OR = 0.186, p = 0.002) were significantly related factors for low-level and medium-level nursing commitment groups. Students' origin in western China (OR = 1.869, p = 0.042) significantly influenced the medium-level specialty commitment group. ConclusionsMost nursing undergraduates have been categorized in the “medium professional commitment group”. Students who were dissatisfied with their clinical experience and chose the nursing profession involuntarily were the main factors for low-level and medium-level nursing professional commitment. The clinical practice environment should be further improved to enhance the clinical experience satisfaction of nursing undergraduates; at the same time, the professional value cultivation of students whose choice of nursing profession was not made by themselves should be strengthened to improve the level of professional commitment of nursing undergraduates.

The Fear of Covid-19 and Professional Commitment in Nursing Students Switching from Online Education to Face-to-face Education: A Cross-sectional Study

Background/Purpose: During the coronavirus pandemic, courses were offered online in departments of nursing, and hence, clinical practices were interrupted. Along with the fall in coronavirus cases, the decision to switch from online education to face-to-face education was taken. This research was carried out to determine the fear of coronavirus and professional commitment levels of nursing students who switched from online education to face-to-face education.&#x0D; Methods: Descriptive cross-sectional research was performed with 340 nursing students. The research data were gathered online with the Personal Data Form, the Fear of COVID-19 Scale (FCV-19S), and the Nursing Professional Commitment Scale (NPCS).&#x0D; Results: The mean of nursing students’ FCV-19S scores was found as 16.44±6.03 whilst the mean of their NPCS scores was identified as 79.67±10.53. It was identified that there was no statistically significant relationship between nursing students’ FCV-19S and NPCS scores (p&gt;0.05).&#x0D; Conclusion: It was discerned that nursing students had a fear of coronavirus below the average while they exhibited moderate professional commitment, and there was no statistically significant relationship between the fear of coronavirus and professional commitment.

Determination of Burnout Status and Professional Commitment of Nurses Caring for Patients Diagnosed with COVID-19 in a Training and Research Hospital

Aim: This research was conducted to determine the burnout status and commitment to the profession of nurses who provide care to patients diagnosed with COVID-19 in a training and research hospital. Material and Methods: The research sample comprised 205 nurses caring for COVID-19 patients. In the collection of the data, “Descriptive Characteristics Form”, “Burnout Scale (BS)”, “Commitment to the Profession in Nursing Scale (NPCS)” were used. Results: Nurses' BS mean score was 4.48±1.07, and it was determined that only 1% of them did not experience burnout. It was determined that the burnout status of 36.6% of them was at a crisis level. The average score of NPCS of the nurses was determined to be 68.73±13.14. A significant difference was found between the mean scores of total professional commitment and willingness to make an effort, according to the number of patients the nurses gave daily care to. A significant and negative correlation was found between the levels of professional commitment and burnout levels of nurses. Conclusion: It was determined that almost all nurses working in pandemic service and intensive care units and providing care to COVID-19 patients experienced burnout, their level of professional commitment was above the average level, and commitment to the profession decreased as the level of burnout increased.

A study on the current situation and factors influencing the professional commitment of private kindergarten teachers

This study investigated the professional commitment of kindergarten teachers in a private kindergarten located in Jinan, Shandong Province, China. The research employed a questionnaire and utilized correlation analysis to examine the factors influencing the professional commitment of private kindergarten teachers. The findings revealed that the overall level of career commitment among private kindergarten teachers was moderately low. Among the three dimensions of professional commitment, namely, continuance commitment, affective commitment, and normative commitment, the affective commitment dimension exhibited a relatively high level, whereas the continuance commitment and normative commitment dimensions showed relatively low levels. Significant differences in professional commitment levels were observed based on teacher age, education level, age of children, salary, and class size. However, no significant differences were found based on teacher specialty, position, and teaching experience.

How nursing students’ risk perception affected their professional commitment during the COVID-19 pandemic: the mediating effects of negative emotions and moderating effects of psychological capital

Nurses play a pivotal role in the delivery of medical services. Professional commitment is crucial for nursing professionals’ long-term, healthy, and sustainable development. However, nursing students’ professional commitment levels are currently unsatisfactory in China, especially given that the COVID-19 pandemic has posed unprecedented challenges to the profession. Therefore, studies investigating the professional commitment levels of nursing students and the underlying influencing factors are urgently required. This study explored how nursing students’ risk perceptions, negative emotions, and psychological capital affected their professional commitment during the COVID-19 pandemic. A cross-sectional study was conducted among nursing students using risk perception, professional commitment, negative emotions, and psychological capital scales. An analysis of 1142 Chinese nursing students suggested that nursing students’ risk perception positively impacted professional commitment and that negative emotions mediated this association. Importantly, psychological capital moderates the mediating effect of negative emotions and can buffer the negative emotions caused by risk perception. This study demonstrated that effective intervention strategies should be implemented in multiple dimensions such as education, individual, public and society to improve the professional commitment of nursing students.

Evaluation of Professional Commitment Levels of Teacher Candidates

In this study, it is aimed to determine the commitment level of commitment to the teaching profession of teacher candidates enrolled in the 2021-2022 academic year pedagogical formation education certificate program. Moreover, it is also aimed to examine the situations of difference in the levels of commitment to the teaching profession of teacher candidates according to variables such as gender, field (social sciences, natural sciences, health sciences), university, high school, income level, family residence, mother’s/father’s profession, and mother’s/father’s education status. The study was designed according to the survey model. For this reason, data were obtained from a large population. While the population consists of 267 teacher candidates enrolled in the pedagogical formation program in 2022 at a university in the east of Turkey, the sample consists of 216 teacher candidates determined by the simple random sampling method. The data collection tool used in the study is the “Teaching Profession Engagement Scale-TPES”. The study concludes that the professional commitment levels of pre-service teachers registered in the pedagogical formation program were high. Additionally, it is also revealed that the professional commitment of teacher candidates differs according to the variables (field, high school, mother's education level and mother's profession).

Nurse educators' professional practice attributes and its determinants.

Professional practice attributes of nurses help to promote nursing as a profession and advance nursing education. Nursing professionals need to demonstrate a high level of professional commitment to their practices and must be professionally competent to perform their roles. Descriptive survey was conducted at the nursing educational institutes affiliated with the Indian Nursing Council and situated in the selected Northern Indian states. The sample included 343 nurse educators who were selected using simple random sampling. The self-reported method was adopted to collect data where three questionnaires including socio-demographic information, organizational characteristics of current place of work, and professional practice attributes assessment criteria were used. Descriptive and inferential statistics were used for data analysis. Overall, the study's participants scored poorly on professional practice attributes (Mean, SD: 1.98, 2.03), which were linked to their personal (age and gender), professional (educational background, professional qualification, current designation), and organizational (duration of organization's establishment, courses provided, college management) characteristics. The findings highlighted the need for nurse educators to be more competent and dedicated in their respective fields. The study also suggests that in order to raise the standard of nursing education, nursing regulatory bodies like nursing councils, universities, and governments must take the necessary steps to foster the professional development of nurse educators.

School culture: English language teachers' perceptions

Teachers, students, and the administrative body are the key components of school culture as they comprise overall school activities. If these components are not adequately channelled, teachers cannot achieve a high level of professional commitment and performance. With this mindset, this study explores Nepalese English language teachers' perceptions of school culture and its role in their professional commitment. The perceptions and practises of three English language teachers who teach English at secondary schools in the Kathmandu Valley are investigated. The findings revealed that school culture is the place for professional roles and responsibilities. Similarly, Nepalese English language teachers perceive school as a language lab and a place for changing, modifying, and correcting professional behaviours. Additionally, they perceive school culture as a system of standards, beliefs, and rules that govern how people behave in social, cultural, and religious contexts. Moreover, they believe school culture affects their wellbeing and professional growth. In the case of practice, healthy relations in school developed an excellent spirit of performance, whereas domination and discouragement by the school leaders reduced personal commitment and increased the chances of teacher burnout. A good level of teacher commitment and confidence was achieved with the family environment in school, but the unintellectual ideologies of school owners and leaders did not focus on teachers' development, resulting in teacher disappointment. Mutual understanding, supportive nature, cooperative behaviour, and a learning attitude among school staff were expected for better commitment and performance by English language teachers.

Tükenmişliğin Mesleki Bağlılık Üzerindeki Etkisi: Öğretmenler Üzerinde Bir Alan Araştırması

The aim of this study is to investigate whether teachers' burnout levels have an effect on their professional commitment. While teachers working in public and private education institutions in Ağrı Doğubayazıt constitute the universe of the research, the sample consists of 100 teachers selected by simple randomization among these existing teachers. The data of the research were obtained by applying the questionnaire technique. The “Maslach Burnout Scale” developed by Maslach and Jackson (1981) and Meyer et al. The “Professional Commitment Scale” developed by (1993) was used. In this direction, SPSS package program was used in the analysis of the collected data. Correlation analysis was conducted to reveal the relationship between the burnout levels of teachers in the study and their professional commitment levels, and regression analysis was conducted to reveal the effect of burnout sub-dimensions on professional commitment sub-dimensions. According to the results of the analysis, there was no significant effect of the emotional exhaustion sub-dimension of burnout on the sub-dimensions of professional commitment. Depersonalization, which is another sub-dimension of burnout, was found to have a negative effect on the emotional professional commitment and professional continuance commitment dimensions of professional commitment, while it did not have a significant effect on normative professional commitment.

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

BackgroundIncreased professional commitment is essential for relieving the nursing workforce shortage, which is exacerbated by the COVID-19 pandemic. The professional commitment of graduating nursing students is a powerful predictor of their work commitment. However, limited information is available regarding graduating nursing students' professional commitment. Existing studies investigating nursing students' professional commitment are limited by their lack of theoretical foundation. ObjectivesTo investigate the level of graduating nursing students' professional commitment and its multilevel influencing factors from the perspective of the Ecological Systems Theory in the early days following the COVID-19 outbreak. DesignA descriptive cross-sectional study. SettingThree educational institutions in Shanghai, China. Participants513 nursing students who were graduating with an associate or bachelor's degree. MethodsThe independent variables were measured by a self-designed questionnaire. The dependent variable professional commitment was measured by the Nursing Professional Commitment Scale. Hierarchical regression analyses, which allowed the independent variables entered in order, were performed to identify the significant predictor variables of the professional commitment and its dimensions. ResultsThe level of professional commitment was 100.15 ± 20.35 (score ranged between 34 and 136). The individual factors (degree, whether had received a scholarship during the past academic years, ΔR2 = 0.142), family factors (parents and siblings' attitudes towards one's majoring in nursing, ΔR2 = 0.153), educational factors (academic faculty's belief in nursing profession, leaders' emphasis on nursing profession, satisfaction with clinical instructors' role modeling, ΔR2 = 0.097), and social factors (reason for majoring in nursing, perceived nurse-patient relationship, ΔR2 = 0.153) were significant predictors of the graduating nursing students' professional commitment (R2 = 47.6 %, F = 32.277, p < 0.001). ConclusionsThe graduating nursing students had a moderate level of professional commitment, which needed to be improved. Nursing educators should comprehensively consider various factors to understand the relationship between individuals and environmental systems, and implement targeted interventions to shape the positive professional values of nursing students.

ПРОФЕССИОНАЛЬНЫЕ ПРИВЕРЖЕННОСТЬ И САМОИДЕНТИФИКАЦИЯ СТУДЕНТОВ: МЕТОДИЧЕСКИЕ ПОДХОДЫ К АНАЛИЗУ УРОВНЕЙ И ФАКТОРОВ

The relevance of promoting the effective-ness of the professionalization of students is shown. The statistical data of the labor mar-ket are presented. It demonstrates an in-crease in the share of citizens who do not use their professional education in the course of their work. A variant of forming a battery of tests designed to identify the influ-ence of personal characteristics on the lev-els of professional commitment and self-identification at the adept and adaptant stages is proposed. The choice of test meth-ods combined into two blocks is justified. They are designed to analyze personality traits and to assess the level of professional-ization. A table of probable vectors of pro-fessional development determined by the ratios of values of commitment and identity of a person in relation to the profession is presented.