Ongoing Professional Development Research Articles

Perceived level of understanding in writing action research of clarin south district elementary teachers: Basis for capacity building

Writing action research has become central for effective and productive learning to happen. This research aimed to determine the perceived level of understanding in writing action research among the 124 public elementary teachers from the 14 schools in Clarin South District, Division of Misamis Occidental. Frequency Count and Percentage, Weighted Mean, Standard Deviation, Kruskal-Wallis H test, and Mann-Whitney U Test were used to quantify data on the perceived level of understanding in writing action research and its significant differences when grouped according to profile. Results revealed that most of the teachers were female, 41 to 50 years old, had earned master’s degree units, and had been working as Teacher I for less than 10 years. The perceived level of understanding on writing action research among teachers of Clarin South District was generally very high (GWAM=3.37) and did not significantly differ when grouped according to their profile. Therefore, teachers were committed to ongoing professional development and had the skills and knowledge required to conduct action research. Thus, it is suggested encouragement and support for professional development, and implementation of action research training and support for collaborative research.

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance in the Basic Education Certificate Examination (BECE) in Ghana. The study was conducted using 150 mathematics teachers from public junior high schools in Ghana's Central Region, the research employed a quantitative approach, using surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed a strong predictive relationship between internal exam scores and BECE performance (R² = 0.663, B = 0.374, SE = 0.006, t = 67.24, p < .000), while ANOVA showed significant variations in SBA practices based on teaching experience (F (3, 146) = 6.99, p < 0.05). However, t-tests indicated no significant gender differences in SBA practices among teachers (t (148) = 1.100, p = 0.273). These findings highlight the critical role of internal assessments and teaching experience in enhancing educational outcomes and suggest that educational policies should support effective SBA practices and professional development for teachers. Based on these findings, it is recommended to enhance formative assessment practices by focusing on continuous and comprehensive internal assessments, provide ongoing professional development for teachers to improve their skills in implementing SBA, and allocate adequate resources for mathematics education to support effective teaching and learning environments.

Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.

Challenges and interventions of school administrators in the retention of professional teachers in private schools

This phenomenological qualitative study investigated the challenges and intervention strategies in the retention of teachers in private schools in Iligan City, Philippines. The researchers administered interviews to select private school administrators and teachers as the second data source. Three (3) significant themes were identified in strategies for retaining professional teachers: holistic teacher development, well-being and support, and nurturing a positive environment. Three (3) significant themes were derived from challenging experiences in keeping professional teachers: retention and turnover, mindset, and compensation. Four (4) significant themes were derived from the intervention strategies to retain professional teachers in private schools: supportive environment, innovative problem solving, empowerment, and professional and spiritual growth. It is recommended to administer tailored interventions, provide consistent leadership training, foster ongoing professional development, implement continuous strategy evaluation, and empower teachers through leadership skill development and grants for further studies to improve teacher retention in private schools.

Instrument fracture in periodontal therapy: ethical disclosure and clinical management - a case report

Periodontal instrument fractures are rare events in dentistry, with limited literature available on their occurrence and management. This case report highlights an incident involving the fracture of a periodontal sickle scaler blade during manual instrumentation for the removal of calculus. The fracture occurred during instrumentation on the mesial surface of the maxillary right second molar, and the separated blade was subsequently pushed into the sulcus. A radiographic assessment was performed to verify the precise location of the fractured segment. Following confirmation, the broken blade was subsequently retrieved using curved artery forceps. The case report highlights factors contributing to instrument fractures, emphasizing the importance of instrument maintenance, sterilization cycles, and operator technique. Ethical considerations regarding patient disclosure, informed consent, and instrument retrieval methods are well discussed. This case underscores the importance of truthful communication, the proper use of instruments, equipment maintenance in dentistry, and the significance of ongoing professional development to enhance treatment safety, proficiency, and ethical standards in dental care.

Systemic Success in Physical Education: A PLC Before Its Time

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

LIVED EXPERIENCES OF TEACHERS USING ADAPTIVE STRATEGIES IN TEACHING ASD LEARNERS: A PHENOMENOLOGICAL STUDY

This qualitative study delves into how teachers apply adaptive strategies to instruct learners with Autism Spectrum Disorder (ASD) in Special Education (SPED) settings. Employing a phenomenological approach, the research utilized individual interviews and focus group discussions to explore various challenges, coping mechanisms, and insights related to the effectiveness and appropriateness of these strategies. Ten participants from SPED schools in Davao City were randomly selected to ensure diverse perspectives, with five engaging in individual interviews and the remaining five participating in focus group discussions. The initial findings reveal significant themes emphasizing the importance of adaptive strategies in teaching ASD learners. Key concepts include the utilization of visual aids, structured environments, and positive reinforcement, aligning with previous research indicating their efficacy in improving understanding and communication among ASD learners. Challenges in implementation, such as the variability in ASD presentations, underscore the necessity for personalized approaches. Furthermore, positive outcomes like personalized learning experiences and increased engagement highlight the beneficial impact of adaptive strategies. Subsequent findings shed light on the coping mechanisms employed by teachers to navigate challenges associated with implementing adaptive strategies. Individualized Education Plans (IEPs), support from colleagues, and open communication with families emerged as crucial coping mechanisms. Additionally, strategies for managing emotional and cognitive demands, ongoing professional development, and adapting instructional practices were emphasized, contributing to a deeper understanding of effective support mechanisms for ASD learners. Further insights into the effectiveness and appropriateness of adaptive strategies highlight themes such as individualized approaches, alignment with specific needs, and enhancement through teacher training and technology, emphasizing the importance of personalized, flexible, and collaborative approaches. These findings provide valuable guidance for educators and policymakers, drawing on relevant literature and research. In conclusion, the study underscores the significance of adaptive strategies in supporting ASD learners within SPED classrooms, advocating for personalized, structured, and inclusive educational approaches. KEYWORDS: ASD learners, adaptive strategies, special education, lived experiences, qualitative inquiry, coping mechanisms, teacher training, individualized approach.

Ocular injury first aid knowledge among primary school teachers in Qassim province: A cross-sectional study

Ocular injuries, a leading cause of monocular blindness, can be prevented through appropriate protective measures. This study evaluates the current state of knowledge and practices among primary school teachers in Qassim Province, Saudi Arabia, emphasizing the importance of first aid in ocular injury prevention. To assess knowledge and practices regarding ocular injuries and first aid among primary school teachers in Qassim province, Saudi Arabia. This cross-sectional study was conducted between September and December 2023 in public schools across the Qassim region in Saudi Arabia. Information was collected using a self-administered questionnaire that assessed teachers’ knowledge and practices about ocular injuries first aid. Out of 986 teachers surveyed (99.6% response rate), 67.3% reported encountering ocular injuries in students. The most common injuries were eye trauma (62.5%) and foreign bodies (15.90%). The study revealed gaps in knowledge and preparedness, particularly in managing chemical burns, lacerations, and scratched eyes. Only 53.5% sought medical help in ocular emergencies, while a notable proportion needed more awareness of appropriate first aid measures. The study reveals a significant gap in Qassim Province primary schoolteachers’ knowledge of ocular injury first aid, necessitating urgent educational interventions to improve the handling of eye injuries. It emphasizes incorporating eye injury first aid into ongoing professional development, ensuring schoolteachers are prepared to effectively manage such potentially vision-threatening situations.

Financial Strategies of Attracting and Retaining Talent at Tata Motors

For businesses like Tata Motors, talent has become the most precious asset in today's intensely competitive automotive sector. This abstract explores the financial tactics used by Tata Motors to draw in and hold on to elite personnel, which in turn ensures long-term success and growth for the company. Tata Motors understands how important it is to provide competitive pay packages in order to draw in the top personnel available. The company maintains its wage structures in line with industry norms by carefully examining the market and benchmarking. Tata Motors also uses performance-linked incentives, which match organizational and individual objectives to reward excellence and produce outcomes. Tata Motors aims to establish a financially satisfying work environment that inspires employees to achieve by combining competitive compensation with performance bonuses. Apart from monetary compensation, Tata Motors prioritizes offering extensive benefits to its employees. These benefits include retirement plans, health insurance, and a host of additional advantages aimed at improving the general happiness and well-being of its employees. Tata Motors promotes a culture of dedication and loyalty among its workers by putting employee wellbeing first, which increases retention rates. In addition, Tata Motors makes large investments in learning and development programs to cultivate talent and promote career advancement. Through educational opportunities, skill-building workshops, and training programs, the organization provides its employees with the tools and information they need to succeed in their positions. Tata Motors fosters a culture of innovation and adaptation in addition to improving individual performance by enabling staff members to pursue ongoing professional development.

Perceptions of Healthcare Workers on the Attributes of the Integrated Disease Surveillance and Response System in Zimbabwe.

To investigate healthcare workers' perceptions of the integrated disease surveillance and response (IDSR) strategy. A cross-sectional survey of healthcare workers (HCWs) was conducted from December 2021 to June 2022 to assess their perceptions of the IDSR system attributes. Of the 409 respondents, 12 (2.9%) reported no prior training on disease surveillance. The IDSR was deemed simple, acceptable, useful, and timely by most participants. There were sharp differences in perceptions of flexibility and simplicity between doctors and the other healthcare professionals. However, acceptability, timeliness, and usefulness were uniformly perceived. Healthcare workers with at least 11-years' experience perceived the usefulness of the IDSR system significantly higher than those with lesser years of experience. However, work experience did not have an impact on HCWs perceptions of the simplicity, timeliness, and flexibility of the IDSR system. Most healthcare workers have positive perceptions of the IDSR approach. However, there are reservations about how well the system can adapt to changing conditions and demands (flexibility) and how well it simplifies the implementation processes. These findings demonstrate the necessity of adopting cutting-edge strategies for capacity building as well as ongoing professional development of healthcare professionals responsible for the implementation of the IDSR strategy.

Peran dan Tantangan Tenaga Pendidik dalam Menghadapi Kurikulum Merdeka di SMP Negeri 2 Sipoholon

The role and challenges faced by teaching staff in implementing the independent curriculum at Sipoholon State Middle School. In the learning process using the independent curriculum, teaching staff at SMP Negeri 2 Sipoholon have challenges, including: making clear and flexible schedules for teachers, holding regular training and workshops, forming teams or working groups of teachers, and encouraging active participation of students in the learning process. Solutions to face these challenges include increasing supervision and support from schools, regular training and workshops, as well as providing ongoing professional training and development. In this way, educators are expected to be able to overcome these challenges and improve student performance significantly. This research was conducted using qualitative methods, namely field observations and interviews. The results of the research show that the implementation of the independent curriculum at SMP Negeri 2 Sipoholon. The results of the research show that the implementation of the independent curriculum is less effective at SMP Negeri 2 Sipoholon because it causes many problems. The aim of this research is to identify the roles and challenges faced by teaching staff in implementing the independent curriculum at SMP Negeri 2 Sipoholon and to develop effective solutions to overcome these challenges. This research aims to provide an in-depth understanding of the important role of teaching staff in designing and implementing an independent curriculum, as well as to identify concrete obstacles that may hinder effective implementation.

Integrating Open Knowledge and Administrative Management in the Digital Transformation Model of Education Institutions: An Effective Approach

This paper explores the integration of Open Knowledge and Administrative Management into the Digital Transformation Model within educational institutions, focusing on the National Academy of Education Management and three secondary schools in Hanoi. Through a comprehensive methodology involving data collection, analysis, and system development, the study examines the effectiveness of this integrated approach in enhancing educational outcomes. The findings reveal significant improvements in knowledge dissemination, resource allocation, and administrative efficiency following the implementation of the integrated model. By harnessing open knowledge resources and streamlining administrative processes, educational institutions have been able to optimize teaching and learning practices, facilitate collaboration among stakeholders, and promote innovation in education. Furthermore, the study highlights the importance of ongoing research, evaluation, and professional development initiatives to sustain the momentum of this integrated approach. By investing in capacity building, promoting collaboration, and embracing emerging technologies, educational institutions can adapt to the evolving needs of learners and prepare them for success in the digital age. Overall, the integration of Open Knowledge and Administrative Management represents a promising pathway towards educational excellence and equity. Through collective efforts and a commitment to continuous improvement, educational stakeholders can drive meaningful change and empower learners to thrive in an increasingly complex and interconnected world.

Implementation of Service-Learning in Madrid Primary Schools

Service-Learning (SL) is an experiential educational approach that engages students in solving real-world problems within their local environments, thereby enhancing both learning and community well-being. This study conducts a quantitative analysis of SL implementation in primary education across the Community of Madrid, using data from questionnaires distributed among local schools. From 262 responses, descriptive statistics and non-parametric tests were applied. The findings highlight that, despite the recognized benefits of SL and the interest from many teachers in adopting this approach, there is a significant lack of adequate training during both initial teacher training and ongoing professional development. SL projects, though infrequent, have been implemented across various grades, with a higher occurrence in the later stages, and have covered all subjects, most notably Social and Civic Values. However, the overall implementation of the SL methodology remains sparse in the Community of Madrid.

Filling gaps - a case study in building advocacy capacity in the health promotion workforce.

Public health advocacy is a fundamental part of public health and health promotion practice. However, gaps exist in the provision of public health advocacy knowledge and skill acquisition both in the tertiary environment and within ongoing professional development programmes. The Goulburn Valley Public Health Unit partnered with the Public Health Advocacy Institute to build the skills of 49 public health and promotion professionals in their regions, to enable them to lead an advocacy project that aimed to promote state-wide initiatives. This involved a series of face-to-face skills-based public health advocacy workshops and post workshop e-mentoring. Results included the creation of locally relevant public health advocacy projects and a community of practice.

ENHANCING REFLECTIVE CAPACITIES IN EXERCISE PHYSIOLOGY: BRIDGING EDUCATION AND LIFELONG PROFESSIONAL LEARNING

INTRODUCTION & OBJECTIVES Essential to both students and experienced exercise physiology practitioners, reflective practice is a cornerstone of lifelong learning and improved client care. In clinical settings reflection, characterised by awareness, is the critical analysis of experience and requires integration into higher education curriculum. METHODOLOGY Final-year exercise physiology students (N = 21) and 5 clinical exercise physiology supervisors completed a reflective practice learning activity. The stepped process of SPROUT was utilised, via classroom teaching and 14 weeks of clinical practicum. SPROUT represents the Situation, Past experiences, Read and refer, Other influences, Understanding, and Taking it forward. Teaching modes included group discussion, clinical situations, and student-led practice along with the completion of written reflections. Each student responded to the Reflection in Learning Scale (RLS) and further questions about their confidence. Written scripts were analysed for meaning and each ranked. Supervisors responded to open-ended questions during a focus group. FINDINGS Student scores for the RLS revealed higher scores for planning, knowledge integration and mental processing and lower for interactions with knowledge, mindful summarising and coping with negative emotions. 75% of students indicated that they were confident with reflective practice and that SPROUT, however time-consuming, had been helpful. Written scripts showed a range of developing abilities, from novice requiring more depth to those more advanced who demonstrated meaningful engagement and solution-orientated reflective ability. Clinical supervisors supported the importance of reflective practice and were positive about the application of the stepped approach of SPROUT. CONCLUSIONS The SPROUT framework supported reflective practice learning, benefiting both students and qualified practitioners, facilitating not only increased confidence but also a more profound understanding of clinical encounters. The structured approach of SPROUT proved beneficial in guiding reflective thinking. This research underscores the importance of reflective practice in exercise physiology, endorsing its role in ongoing professional development.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

'The Relentless Nature of Whiteness': Black Psychologists' Experiences of Racial Microaggressions in Cross-Cultural Supervision.

Research suggests that cross-cultural supervision can be prone to microaggressions with deleterious effects for ethno-racial minorities. There are currently no known studies examining the impact of racial microaggressions in supervision on qualified psychologists. This study aimed to explore Black psychologists' experiences of microaggressions in supervision with a White supervisor and their impact. Semi-structured interviews were conducted with 10 individuals who had completed clinical or counselling psychology doctoral training. Interviews were transcribed and analysed using interpretative phenomenological analysis. Three superordinate themes and 12 subthemes were derived from the analysis. The superordinate themes were: 'It's the subtle things', 'It's an ordeal' and 'Surviving Whiteness in psychology'. The findings illustrate the complex nature of racial microaggressions and their profound and lasting impact on individuals. The cumulative impact of these experiences resulted in significant negative psychological outcomes. The results suggest that there are common microaggressions that recur in supervision. Encountering microaggressions impeded the supervisory relationship, supervision and professional development. Clinical implications include recommendations for including multicultural competency in psychology trainings and ongoing professional development plans.

Impact of Stem on The Academic Achievements of Students: A Case Study of High Schools in Tehsil Rahim Yar Khan

This study shows how it is critical that high schools prioritize STEM instruction and really implement it. This will ensure that STEM education is successful for a very long time. This paper aims to provide the impact of STEM on the academic achievements of students in High schools of Rahim Yar Khan. Numerous studies underscore the pivotal role of STEM in enabling students to excel across diverse fields. A meticulously crafted questionnaire serves as the research tool to gather pertinent data from a sample size of 500 students, which is then skillfully interpreted using SPSS. The results clearly show that STEM education has a really positive effect on high school students. To keep STEM education working well, this study strongly supports putting it into practice and giving it top priority in high schools in the city of Rahim Yar Khan. It's all about making sure STEM education continues to have a big impact. Additionally, consistent funding, unwavering support, and ongoing professional development for teachers are crucial to sustaining the success of STEM programs. High schools can help students get ready for success in our technologically sophisticated society by adopting STEM education. The success of inclusive STEM high schools serves as a beacon of hope for a more promising future where science, technology, engineering, and mathematics will converge to create a universe of limitless possibilities.

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

While considerable attention has been devoted to exploring the potential of higher education in driving economic development, comparatively less focus has been directed towards its role in nurturing social imperatives associated with education. In the same vein, the economic benefits of a university degree in Kenya have been emphasised, while the social relevance of serving society has not received enough attention. In order to strengthen the social and economic paradigms of higher education in Kenya, the article examine the unique contribution of Nyerere's philosophy of education for self-reliance in the realm of African educational philosophies. The purpose of this study was to analyse what educational implications Kenyan universities can adopt from Nyerere's education for self-reliance philosophy using a literature-based research approach. The methodology of the study used was a multifaceted technique that comprised a literature review, conceptual analysis, a comprehensive content analysis and triangulation for evaluating relevant books, research studies, scholarly works and official papers about the socio-economic role of university education and Nyerere's philosophy of education. The study's findings indicated that the Nyerere educational philosophy, which is characterized by its invaluable lessons on the roles of the teacher, curriculum development, and the purpose of university education, may have beneficial implications on Kenyan university education. The socio-economic dimensions of university education emphasize enhancing society through problem-solving, community engagement, and career-oriented learning. The study also underscored the vital need for training for jobs in both white-collar and blue-collar fields by universities, the incorporation of problem-solving skills relevant to the 21st century, on-going professional development, and benchmarking. These recommendations could be the cornerstone of socio-economic education reforms at Kenyan universities, which could prepare its youth for the dynamic opportunities of the twenty-first century, positioning Kenya as a forerunner in the global advancement of socio-economic dimension of university education.

Enhancing Efficiency, Improving Care: Exploring Patient Opinions on Hospital Social Work

Purpose: This study investigates patient perceptions of factors influencing the efficiency of hospital social work services. Specifically, it explores the perceived role of social workers in addressing patients' psychosocial needs and identifies potential strategies for enhancing service efficiency. By understanding the patient perspective, this research aims to illuminate the impact of various factors on social work effectiveness and ultimately contribute to improved patient care delivery. Methods: A convenience sampling technique was employed to recruit 130 patients from Trung Vuong Hospital who participated in a self-administered survey assessing their perspectives on hospital social work services. The survey comprised two scales: one evaluating factors affecting social work efficiency and another proposing measures for improvement. Descriptive statistics were utilized for data analysis. Results: Patient perceptions identified "patient needs" and "knowledge and skills of medical staff, doctors, and social workers" as the most critical factors impacting hospital social work efficiency. This underscores the importance of ongoing professional development for social workers and ensuring adequate staffing levels. Proposed strategies for improvement included: enhanced professional training for social workers, fostering effective communication regarding social work services available to patients, and the expansion of external resource networks to provide comprehensive support for patients facing complex challenges. Conclusion: This study sheds light on critical areas for optimizing hospital social work efficiency, highlighting the importance of strategic staffing decisions, fostering interdisciplinary collaboration, and prioritizing continuous professional development for social workers. By integrating patient feedback into service delivery models, social work departments can enhance patient support and contribute to improved healthcare outcomes. Future research efforts should strive for broader generalizability by incorporating diverse healthcare settings and soliciting the perspectives of a wider range of stakeholders. This will provide a more comprehensive understanding of social work effectiveness in the evolving landscape of healthcare delivery.