Participation In Professional Development Activities Research Articles

Analisis Kinerja Manajemen Tenaga Pendidik dan Kependidikan di SDN Lontar II Surabaya

This study aims to analyze the performance of teacher and educational management in SDN Lontar II Surabaya, focusing on the effectiveness of human resource management and strategies for teacher professionalism development. The research method used is a case study in several primary schools in a specific region. Data were collected through observations, interviews, and document analysis. The results of the analysis indicate that the performance of teacher and educational management in primary schools still faces several challenges, including lack of administrative support, limited resources, and the need for further training and development for teachers. Therefore, it is suggested that schools improve human resource management strategies, provide relevant training, and encourage teacher participation in professional development activities.

Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities

This study employs a qualitative approach to investigate the influence of professional learning activities on teacher professional development. The study examines a range of learning activities, including workshops, seminars, and collaborative learning communities, and explores their impact on teacher practices, student engagement, and student outcomes. The researcher combined surveys and interviews to gather data from a sample of 20 EFL teachers at a participating school. The questionnaire, adapted from TALIS (Teaching and Learning International Survey), collected data on teachers’ demographics, teaching experience, and participation in professional development activities.. In-depth interviews were conducted with a purposive sample of 10 teachers to explore their experiences with professional development, their perceptions of teacher professional learning activities, and the impact of professional development on their teaching practice. The study finds that these learning activities have a significant positive impact on teacher professional development, leading to improved teaching practices, increased student engagement, and better student outcomes. These insights have important implications for improving the quality of education and can inform the development of effective policies and programs to support teacher professional development.

Examining the Social Acceptance Levels of Teachers towards Individuals with Special Needs

Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively. Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Düzce province and determined by the easily accessible case sampling method. Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables. Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.

Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam

The purpose of this study is to examine student and teacher characteristics related to students' mathematics achievement. The study group for this research was composed of 1533 students who participated in the mathematics subtest of the transition from basic education to secondary education applied in 2016 and 36 mathematics teachers who teach these students. The data for the research are collected with the prepared student and teacher questionnaires. In the analysis of the data, two-level hierarchical linear models are used. According to the results, the most important teacher characteristic related to students' mathematics achievement is the level of professional satisfaction of the teacher. In addition, teachers' seniority, main field education, and classroom management skills have a significant and positive effect on mathematics achievement. Also, teachers' participation in professional development activities has a significant and negative effect on mathematics achievement, but this effect is small in practice. At the student level, the student's self-confidence in mathematics has the most important effect on the subject’s achievement. The variables of students' liking mathematics and their anxiety towards mathematics have negative and significant effects on mathematics achievement, but these effects are small in practice.

Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge

<p style="text-align: justify;">Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.</p>

Surgeon Factors Influencing Breast Surgery Outcomes: A Scoping Review to Define the Modern Breast Surgical Oncologist.

Modern breast surgical oncology incorporates many aspects of care including preoperative workup, surgical management, and multidisciplinary collaboration to achieve favorable oncologic outcomes and high patient satisfaction. However, there is variability in surgical practice and outcomes. This review aims to identify modifiable surgeon factors influencing breast surgery outcomes and provide a definition of the modern breast surgical oncologist. A systematic literature search with additional backward citation searching was conducted. Studies describing modifiable surgeon factors with associated breast surgery outcomes such as rates of breast conservation, sentinel node biopsy, re-excision, complications, acceptable esthetic outcome, and disease-free and overall survival were included. Surgeon factors were categorized for qualitative analysis. A total of 91 studies met inclusion criteria describing both modifiable surgeon factor and outcome data. Four key surgeon factors associated with improved breast surgery outcomes were identified: surgical volume (45 studies), use of oncoplastic techniques (41 studies), sub-specialization in breast surgery or surgical oncology (9 studies), and participation in professional development activities (5 studies). On the basis of the literature review, the modern breast surgical oncologist has a moderate- to high-volume breast surgery practice, understands the use and application of oncoplastic breast surgery, engages in additional training opportunities, maintains memberships in relevant societies, and remains up to date on key literature. Surgeons practicing in breast surgical oncology can target these modifiable factors for professional development and quality improvement.

Creativity as a Cross-program Skill of Teachers: Based on TALIS 2018 Data

The aim of this study is to examine the relationship between teachers' sense of readiness to teach cross-curricular skills (eg creativity, critical thinking, problem solving) and their professional development needs for this area. In addition, it has been tried to examine whether the professional development needs of teachers for teaching cross-program skills (for example, creativity, critical thinking, problem solving) change according to whether previous teacher trainings have taken courses in this field. The research is in scanning model. The participants of the research are the teachers who answered the questions of the research who participated in The Teaching and Learning International Survey (TALIS). While the first sub-problem was analyzed with the data of 236409 teachers, the second sub-problem was examined with the data of 247597 teachers. The data of the research was obtained from the TALIS 2018 page. Within the scope of TALIS 2018, teachers' perceptions of their readiness to teach cross-program skills (for example, creativity, critical thinking, problem solving) were asked as an ordinal scale as "Not at all", "Somewhat", "Well", "Very well". The needs of participation in professional development activities were asked as "No need at present", "Low level of need", "Moderate level of need" and "High level of need". In the analysis of the data, the Goodman-Kruskal Gamma test was used to determine the relationship in ordinal scales. Mann-Whitney U test was applied for 2 X c dimensional tables to determine the change according to previous course taking. In order to determine whether there is a relationship between the questions, the Gamma coefficient and the Mann-Whitney U test were performed for the groups as (2Xc). According to the findings of the study, a moderately inverse significant relationship was found between the teachers' feeling ready to teach cross-program skills (eg creativity, critical thinking, problem solving) and their professional development needs for this area. On the other hand, teachers' cross-program skills (eg creativity, critical thinking, problem solving) change their professional development needs for teaching compared to taking courses in previous teacher trainings. There is a significant difference in favor of those who have not taken courses before, that is, those who have not taken a course, even with a small margin, feel the need for professional development.

Professional Development Needs and the Mediating Effect of Participation in the Relationship Between Feedback for Teachers and Job Satisfaction

학교 교육에서 교사를 위한 피드백은 전문성과 직무만족도 등 여러 측면에서 그 실효성이 강조되고 있지만, 그 실증적 연구는 부족한 실정이다. 이러한 한계를 보완하는 차원에서 본 연구 목적은 교사에 대한 피드백, 교사 전문성 개발 수요 및 참여, 그리고 직무만족 간의 구조적 관계를 확인하는 것이다. 본 연구의 대상은 2018 OECD Teaching and Learning International Survey (TALIS)에 참여한 우리나라 초중등학교 346개교 소속의 교사 6,096명 자료이다. 우선 본 연구에 의한 구조방정식 분석 결과는 교사에 대한 피드백이 직무만족에 직접적인 효과가 있음을 보여주었다. 아울러, 교사 피드백은 전문성 개발 수요 및 활동 참여를 통해서 직무만족에 영향을 가지는 이중매개 효과를, 그리고 전문성 개발 활동 참여를 통한 매개 효과를 각각 보여주었다. 본 연구 결과는 우리나라 초중학교에서 개별 교사의 전문성 개발과 직무만족에 향상을 위해 교사에 대한 피드백이 더욱 활성화될 필요성이 있음을 실제적으로 시사하고 있다.Although the effectiveness of feedback for school teachers is being emphasized in various aspects such as professional development and job satisfaction, empirical research is lacking. Responding to this limitation, the purpose of this study was to investigate the structural relationship between feedback for teachers, professional development needs and participation, and job satisfaction. This study used data from 6,096 teachers at 346 elementary and secondary schools in South Korea who participated in the 2018 Teaching and Learning International Survey (TALIS) managed by the Organization for Economic Cooperation and Development (OECD). First of all, the results of structural equation modeling according to this study showed that feedback for teachers has a direct effect on job satisfaction. In addition, teacher feedback had a dual mediating effect affecting job satisfaction through professional development requirements and participation in activities, and each showed a mediating effect through participation in professional development activities. The current study suggests that facilitating feedback for teachers be promoted to improve professional development and job satisfaction.

Teaching and Learning Centers for Faculty Professional Development in Türkiye: Administrative and Organizational Structure

Globalization and the ongoing Covid-19 pandemic have disrupted the way we live, work, and learn, which has resulted in an inevitable digital shift and transformation in education. In addition to the need for lifelong learning, continuous self-improvement, and renewing knowledge, the current digital transformation requires academics to apply their pedagogical and technological skills on their teaching and learning to address the newly-emerging needs. This study aims to determine the demographics, administrative and organizational structures, and the activities of Teaching and Learning Centers that strive to contribute to the professional development of faculty members in Turkish higher education institutions. The data from the centers were collected in a three-step process and analyzed qualitatively. The findings revealed that most of the centers, other than the pioneer ones, were recently established and were affiliated with and supported by university senior management, where the center administrators undertake most of the workload. Therefore, ensuring faculty members' participation in professional development activities organized by these centers is important to increase their awareness of using technology as a tool in teaching.

Focusing on Sustainable Development of Teachers

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

Teachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects

Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers' age, gender, career preferences and participation in professional development activities, the locations of the schools they work in and the type of school (state / private) and the gender of the school principals were found to be determinants of job satisfaction. Teachers' work experience, having foreign students in their classes, school principal's age and work experience did not affect teachers' job satisfaction.

Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.

Promoting sense of community in an early childhood care and education consortium

ABSTRACT Continued professional development is important for promoting quality early childhood care and education (ECE) programs. One approach to fulfill this need for professional development is through the creation of a community of practice, which brings together professionals with similar interests. In this investigation, we report the evaluation results for one CoP, called the Early Childhood Consortium, that included ECE center directors and teachers. We examine if members of the consortium formed a Sense of Community (SOC). Factors that may relate to SOC were also considered for both teachers and directors, including trust in information shared, workplace characteristics (e.g., perceived support, hours worked), and Consortium members’ professional agency. Trust in the information exchanged within the Consortium and workplace characteristics within member centers were related to SOC, but differences, supported by t-tests, between director and teacher SOC did occur. SOC also significantly correlated with survey and activity measures of professional agency within the Consortium in that those endorsing stronger SOC said they would be more likely to share and adopt knowledge with one another. SOC also positively correlated with participation of center staff within the Consortium, but not with individual levels of involvement, suggesting that directors and teachers influence one another’s participation in professional development activities. CoP leaders should be intentional in supporting directors’ abilities to promote SOC within their own centers and to connect CoP professional activities with classroom practices.

Professional development training preferences of occupational therapists working with older adults in Australia: A discrete choice experiment.

Members of the public expect occupational therapists to provide evidence-based practice. Participation in professional development activities is essential to update knowledge and acquire skills to enable delivery of evidence-based assessment and intervention. Therapists commonly choose to participate in professional development through attending training workshops. Little is known about occupational therapists' preference of how continuing professional development training programmes should be designed and delivered. An online quantitative survey of occupational therapists working with older people in Australia, conducted June to September 2018, incorporated a discrete choice experiment to elicit and estimate preferences for professional development training when acquiring skills in delivering an evidence-based intervention. A series of questions asked participants to choose one of two options for training, each differing in terms of attributes (level of recognition, mode of learning, follow-up post-training and cost to establish willingness to pay). Statistical analyses were conducted according to recommended practice in the field of choice-modelling. A total of 108 responses were received from occupational therapists practicing around Australia. Therapists reported a strong preference for receiving post-training support to implement their new skills in practice and would be willing to pay an additional A$200 for training that included this option. They also highly regarded achieving 'certification' in their new skill (willing to pay an additional A$100) and having the opportunity to become a 'Master Trainer' in the future (willing to pay an additional A$200). This study generates new knowledge about aspects of a professional development training programme that occupational therapists' value and aspects that they are willing to compromise on when acquiring new skills that they intend to use in their practice. These findings can influence the training programme design utilised by those working in implementation research and providers of continuing professional development for health professionals.

An Investigation of the Factors Preventing Teachers to Attend Professional Development

Continual improvement in knowledge and skills is important in every profession, and teaching is no exception. A Mix-method approach was used. Semi-structured interviews of 12 of the 120 (35%) secondary school English teachers were conducted who amongst a large sample of 343 surveyed teachers reported their participation in professional development activities as nil. Findings revealed that family responsibilities acted as a major preventive force in the way of teachers' accessing formal and organized TPD. Other potentially significant barriers that inhibited teachers from attending TPD involve time issues, lack of support from the school head/administration, huge financial cost, less relevancy to teachers' area of teaching or inability to meet the prerequisites of the TPD activity. It is concluded that teachers' learning capacities can be enhanced, and ultimately, classroom practices could be improved if barriers restricting teachers to participate in the activities of professional growth are removed.

Factors Influencing Participation In Professional Developmental Activities Among Nursing Personnel

Introduction: Professional Developmental Activities (PDA) are the means to update the health care providers with new knowledge and help them to provide quality care and better patient outcomes. This study aims to determine the factors that influence participation in professional development activities among nursing personnel. 
 Methods: A cross sectional study was conducted among nurses in Tribhuvan University Teaching Hospital, Maharajgung, Kathmandu, Nepal. Simple random sampling technique was used to collect data. Data was collected through self-administered semi-structured questionnaire. The collected data were analysed for descriptive and inferential statistics using SPSS version 20.
 Results: Total 124 nurses participated in the study. Most (88.7%) were working as a staff nurse. Majority (60.5%) of nurses had participated in PDA within last 12 months. The most common factors which motivated nurses to participate in PDA were family / spouse support and improve knowledge (98.7%). The major hindering factors were shortage of staff (97.9%), and lack of cost (91.8%). Chi-square and Fisher exact tests were used to test the association of selected variables and PDA participation and significant association was seen between participants designation categorised as staff nurse, senior staff nurse and nursing in charge (p < 0.008) and those who were involved in professional developmental activities.
 Conclusions: Based on findings, the study concluded that there are several factors either hindering or motivating related to work, family, financial, personal and career that contributes to nurses participation in PDA.

Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis.

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

Career Development Program for Junior High School English Teachers

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.

Career Development Program for Junior High School English Teachers

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.

Career Development Program for Junior High School English Teachers

Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.