Perceptions Of Supervisors Research Articles

Persepsi Guru Pendidikan Agama Islam terhadap Kepemimpinan Pengawas Madrasah

[THE PERCEPTION OF ISLAMIC EDUCATION TEACHER'S TO THE MADRASAH SUPERVISOR'S LEADERSHIP]. The purpose of writing this paper is to describe the Islamic Education (PAI) teacher's perception of the madrasah supervisor's leadership. The research methodology of this paper is mixed method by combining quantitative methods supported by questionnaires to capture data and qualitative methods with the support of interviews of 20% of the respondent's population. The respondents of this study were PAI at Madrasah Tsanawiyah Negeri and Madrasah Tsanawiyah Private in the North Jakarta Region totaling 32 people. The results of the analysis of the perception of PAI teachers towards the attitude of the madrasah supervisor's leadership in the North Jakarta obtained an average value = 79,916, with a good predicate. Thus, the conclusions of PAI teachers' perceptions of supervisors' leadership attitudes are in a good category.

Perceptions of midwifery students, mentors, and supervisors on the use of clinical teaching portfolio in Rwanda

Background and objective: The clinical teaching portfolio is a practical tool for integrating theory and practice towards the growth of midwifery students. Both paper-based portfolios (PBP) and electronic portfolios (EP) are known and recognized as tools that can assist midwifery educators to develop students’ analytical and critical thinking. Hence, midwives are required to maintain a professional portfolio to reflect their development of knowledge, skills, and attitude. The aim of this study was to explore the perceptions of midwifery students, mentors, and supervisors about the use of paper-based and electronic clinical teaching portfolios.Methods: A qualitative descriptive design was carried out with 20 participants including midwifery students, mentors, and supervisors. Using purposive sampling, participants were recruited from two selected clinical teaching hospitals. All interviews were audio-recorded and transcribed verbatim by the research team members. Six steps of thematic analysis were followed during the inductive analysis of collected data. Results: Three themes emerged from data analyses which include clinical teaching and learning, encountering barriers in the use of the clinical teaching portfolio, and preference among the clinical teaching portfolio users.Conclusions: The findings of this study highlighted the importance of a clinical teaching portfolio in the promotion of midwifery clinical teaching. This study indicated that there is a need to respect the student-clinical instructor ratio and to equip the users with the required skills in order to fully benefit from the use of a clinical teaching portfolio.

Supervisor Perceptions of Newly Credentialed Athletic Trainers' Transition to Practice

Context Transition to practice for newly credentialed athletic trainers (ATs) has been described through the perspective of educators, supervisors of graduate assistant ATs, students, and recent graduates; however, the opinion of supervisors of full-time ATs has not been thoroughly investigated. Objective (1) Describe supervisor perceptions of the transition to full-time practice for newly credentialed ATs and (2) describe current onboarding processes used by employers. Design Phenomenological qualitative study. Setting Semistructured interviews. Patients or Other Participants Purposive sample of 10 (4 men, 6 women) supervisors of newly credentialed ATs. Supervisors reported an average of 13.5 years of supervisory experience (range, 5–26 years). Data Collection and Analysis Questions addressed supervisor expectations, strengths and weaknesses of newly credentialed ATs, and the organization's onboarding process. The primary researcher transcribed audio recordings and each participant reviewed transcripts. Two researchers coded themes using an inductive process; a peer auditor completed an independent review. Disagreements were negotiated until consensus was reached. Results Two categories emerged: (1) characteristics of newly credentialed ATs and (2) onboarding strategies. The first category was organized into 2 subcategories: (1) knowledge, skills, and abilities (KSAs) and (2) unrealistic job expectations. The majority of supervisors felt that newly credentialed ATs were knowledgeable; however, the translation of knowledge into practice was viewed as an area requiring mentorship. Participants also reported that newly credentialed ATs often were poorly informed of the work schedule and time demands. In regard to onboarding processes, the researchers identified 7 different strategies reported by supervisors. Conclusions Newly credentialed ATs were perceived as knowledgeable but struggling to transition knowledge to clinical practice and often did not understand the work demands. Seven onboarding strategies were reported by participants; each of these can be used to develop KSAs of newly credentialed ATs. The KSAs should be addressed through a yearlong process consisting of orientations, shadowing, mentorship, seminars, and skill assessments.

EFFECTS OF ORGANIZATIONAL SUPPORT, SUPERVISOR SUPPORT AND COWORKERS’ INTERPERSONAL HELPING BEHAVIOR ON EMPLOYEE JOB SATISFACTION: A CASE STUDY IN BANGKOK, THAILAND

Employees’ job satisfaction would lead to more productive working environment in organizations. This study aims to examine the effects of employee’s perception of organizational and supervisor supports as well as coworkers’ interpersonal helping behavior on job satisfaction. The survey is collected data from a total of 50 employees, who works in both private and public organizations in Bangkok, Thailand. The findings show that perceived organizational support, perceived supervisor support and coworkers’ interpersonal helping behavior have positive relationship with employee’s job satisfaction. The suggestions are that, the organizations should keep the employees’ satisfaction level by giving more feedback and reaction on their work apart from organizational support from supervisors. The supervisors also need to coach and help the subordinates in order to achieve their performance. The coworkers also play important role to their coworkers because good coworkers can create a good working environment. The coworkers need to help the coworkers who are still new in their roles, as well as can help when their coworkers suffer from job stress. Organizations should also inform all supervisors to support, coach and giving feedback on their subordinates’ work in order to reduce their job stress and increase job satisfaction.

Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

ABSTRACT Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.

Does telework status affect the behavior and perception of supervisors? Examining task behavior and perception in the telework context

Research in telework has mostly focused on studying teleworkers themselves or comparing the phenomenological experience of nonteleworkers and teleworkers. Thus, supervisors in the telework context have been a relatively neglected area of study. The current study compares the task behaviors of nonteleworking and teleworking supervisors and investigates the factors that affect supervisors’ perceived organizational impact of telework. The findings indicate that teleworking supervisors tend to spend less time doing work that can be accomplished only at the office. For teleworking supervisors, management support for telework, work assignment fairness, teleworker supervision experience and teleworker supervision proficiency all positively affected the perceived organizational impact of telework. In the case of nonteleworking supervisors, only work assignment fairness and teleworker supervision proficiency positively affected the perceived organizational impact of telework.

Industrial Attachment and Employability: Perspectives of Graphic Design Students and Industrial Supervisors

To provide students with career focused tertiary education that enhances employability for middle-level supervisory and managerial positions in business and industry in Ghana, the Polytechnic Act 2007, Act 754, was enacted. This Act makes it mandatory for all students to undertake Industrial Attachment. The focus of Industrial Attachment is to help enhance graduate employability through the acquisition of employable skills and knowledge, to assist students to build or improve their personal skills to increase their chances of obtaining secured jobs in their respective fields of study and to be able to contribute meaningfully to economic growth and national development (Walker II, 2011; Nunfam et al 2015). Although Graphic Design students spend six months (on different vacation periods) out of the total three years on the HND Programme on Industrial Attachment, yet most of them find it difficult to obtain jobs relating to their area of specialities, while some of those employed in the Graphic Design industry also lack the needed industrial skills to enable them to perform effectively (Nunfam et al 2015). The aim of this paper was to explore and describe the extent to which Graphic Design students of the Takoradi Technical University are equipped with industrial experience and practical skills through Industrial Attachment to enhance employability. Mixed research strategy (Qualitative and Quantitative) was employed. A case study research design was used, and research instruments employed to obtain data were survey questionnaire and interview for the collection of qualitative and quantitative data to answer the research question: What are the perceptions of students and industrial supervisors on the impact of Industrial Attachment on employability? Purposive sampling technique was used to select a sample of 217 respondents, made up of 209 level 300 students and 8 industrial supervisors.Qualitative data was analysed through thematic analysis and quantitative data was also analysed with SPSS statistics software. Students have good understanding of theoretical knowledge. However, due to ineffective collaboration between Takoradi Technical University and the various industries, and the lack of effective strategic management of the Industrial Attachment programme, some students have limited practical skills. Collaboration between Takoradi Technical University and industries is critical for the development of employability skills. For Graphic Design students to benefit from the Industrial Attachment programme, all stakeholders of Takoradi Technical University need to put in the technical expertise, resources, infrastructure, incentives and motivations to foster a seamless partnership between the University and the industries. Also, the current inadequate Industrial Attachment programme requires a critical evaluation through effective strategic management. Keywords: Technical University Education, Industrial attachment, Graphic Design, Employability skills. DOI: 10.7176/JEP/11-18-10 Publication date: June 30th 2020

Purpose, Pleasure, Pace and Contrasting Perspectives: Teaching and Learning in the Emergency Department.

Teaching and learning in the clinical setting are vital for the training and development of emergency physicians. Increasing service provision and time pressures in the emergency department (ED) have led to junior trainees' perceptions of a lack of teaching and a lack of support during clinical shifts. We sought to explore the perceptions of learners and supervisors in our ED regarding teaching within this diverse and challenging context. Nine ED physicians and eight ED trainees were interviewed to explore perceptions of teaching in the ED. Clinical teaching was described as "on-the-floor" teaching during work shifts. We used a validated clinical teaching assessment instrument to help pilot and develop some of our interview questions, and data were analyzed using qualitative thematic analysis. We identified three major themes in our study: 1) the strong sense of purpose and the pleasure gained through teaching and learning interactions, despite both groups being unsure of each other's engagement and enthusiasm; 2) contrasting perspectives of teaching with registrars holding a traditional knowledge transmission view, yet shared perspectives of teacher as being ED consultants; and 3) the effect of patient acuity and volume, which both facilitated learning until a critical point of busyness beyond which service provision pressures and staffing limitations were perceived to negatively impact learning. The ED is a complex and fluid working and learning environment. We need to develop a shared understanding of teaching and learning opportunities in the ED, which helps all stakeholders move beyond learning as knowledge acquisition and sees the potential for learning from teachers of a multitude of professional backgrounds.

Impact of perception of safety on outcomes in the context of trauma

Youth safety is an essential component of trauma-informed services (U.S. Department of Health & Human Services, 2020). Youth perception of safety should be indicative of a healthy care environment and contribute to successful outcomes. It has been shown that trauma impacts an individual’s perception of and response to perceived threat. This study examines the relationship between youth perception of safety, history of trauma, level of aggression, and outcomes in a residential care setting. Data came from the organization’s administrative database and from the care provider certification measures collected during the period of January 2016 through December 2018. Trauma exposure and symptoms, the perceived safety and aggression were used in a mediational path model analysis in predicting goal attainment, program completion, and post-discharge placement. Higher levels of youth trauma were not directly associated with poorer outcomes, and higher percentages of goals met when program supervisor perception of safety was higher. Additionally, trauma symptoms were related to lower rates of program completion when youth perception of safety was higher. Results provide insight into how trauma, perception of safety, and aggression within a residential placement intersect to impact the youth’s treatment progress.

A Study on the Perception of Teachers, Supervisors and Curriculum Experts on the Introduction of Core Competency in the 2015 Revised Curriculum

A Study on the Perception of Teachers, Supervisors and Curriculum Experts on the Introduction of Core Competency in the 2015 Revised Curriculum

Supporting Public Health Employee Engagement and Retention: One U.S. National Center's Analysis and Approach.

Background: Employee engagement, exemplified by positive perceptions of supervisors, workplace, and job, improves productivity and employee retention. We identified the extent of and barriers to employee engagement at Centers for Disease Control and Prevention's (CDC) National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention (NCHHSTP). Methods: In 2015, NCHHSTP's leadership collected baseline data through a centerwide Employee Engagement Pulse Survey (EEPS) from NCHHSTP's full-time Civil Service employees, U.S. Public Health Service Commissioned Corps officers, and Title 42 service fellows. EEPS included six demographic questions; nine Likert-type scale questions measuring 26 perceptions related to immediate supervisors, the work environment, and job satisfaction; and four open-ended questions soliciting recommendations for improvement. Findings: Among 727 of 1,171 staff (response rate = 62%), positive perceptions of supervisors ranged from a high of 94% (supervisor conducts performance reviews) to a low of 63% (supervisor assists employees with career development). Perceptions of work experience ranged from 98% (respondents were willing to put in extra effort to get a job done) to 68% (respondents' talents were used well in the workplace). Perceptions of job satisfaction ranged from 87% (support from their coworkers) to 69% (satisfaction with opportunities to learn or grow professionally). Conclusion/Application to Practice: Overall, NCHHSTP staff have positive perceptions of their work, their leaders, and the agency. Other public- and private-sector employers might be able to improve their employees' engagement and retention by listening to their opinions and needs and frequently recognizing their individual achievements. NCHHSTP's workforce development initiatives can be used as a model for assessing a baseline of their employees' engagement.

Perceptions of the feedback process: a case study of veterinary residents and supervisors

BackgroundAppraisal of resident clinical performance is critical during training. The most common method for this is feedback to residents based on impressions of supervising clinicians. How effective these practices are...

The Drop Effect at the Doctoral Supervision Sea Surface: Observing the Waves with the Supervisor Lens

Doctoral education can be seen as a conclusion of postgraduate Education and the highest achieving degree, remaining in the higher education area domain, or moves further towards the research area as the first stage of research careers (doctoral training). In this sense, it's the bridge between two areas, the education system and the research system. It is the particular characteristic that makes doctoral education so important to a developer and innovative society. In Portugal only a few years ago, the doctoral education started being a research object. To underpin the knowledge about doctoral education at Universidade Nova de Lisboa, research aimed to capture the supervisor conceptions and perceptions was implemented. This paper aims to describe what was found and what was, in the context of a Portuguese university (that doesn't demand as rule supervisors have a pedagogical or even a supervision course (formation)), unpredicted and unexpected. The first effect of this research was to start supervisors' self-reflection about their practices and aims of supervision. The second was the emergence of difficulties assumed by the supervisors during the supervision process, not only related to the institution, but also to the students' motivation and engagement in the research process and the perception of the necessity of development skills to manage conflicts.

Disability Severity, Leader-Member Exchange, and Attitudinal Outcomes: Considering the Employee and Supervisor Perspectives.

Purpose Although the effects of disability on employee work outcomes are well-documented, the mechanism that explain these relationship remains unclear. We propose that the quality of relationships employees with disabilities develop with their supervisors explains the link between disability severity and employee work outcomes. More specifically, we examine the mediating role of leader-member exchange (LMX) in the relationship between employee disability severity and presenteeism, job accommodation, supervisor-rated performance, job satisfaction, and resilience. We test this proposition from two perspectives: employees with disabilities and supervisors who had supervised employees with disabilities. Method We collected data from employees with musculoskeletal disabilities (Sample 1, N = 264) and supervisors who had supervised employees with musculoskeletal disabilities in the past two years (Sample 2, N = 224). Results From the perspective of employees with disabilities (Sample 1), disability severity was negatively related to LMX quality (R2 = .28). Contrary to our hypothesis, we found a positive relationship between supervisor perceptions of employee disability severity and LMX in Sample 2 (R2 = .27). After adjusting for disability severity, LMX quality was related to improved outcomes in both samples: higher employee job satisfaction (Sample 1: R2 = .36), provision of job accommodations (Sample 1: R2 = .16; Sample 2: R2= .15), resilience (Sample 1: R2 = .18), lower levels of presenteeism (Sample 1: R2 = .20), and higher performance evaluations for employees with disabilities (Sample 2: R2 = .49). Conclusion By collecting two separate samples, we revealed similarities and differences in employee and supervisor perspectives. Our findings demonstrated the need for including both perspectives when considering implications of employee disability severity.

Socio-ecological Factors of Zoonotic Diseases Exposure in Colorado Dairy Workers

ABSTRACT Objectives: Zoonotic pathogens on dairy farms are a known risk for people who work and live there. Exposure and/or transmission of Salmonella serovars, E. coli (O157; H7), Campylobacter jejuni, and Cryptosporidium parvum have been documented to occur in the dairy farm environment. Social ecological factors have been identified as determinants of preventive behaviors of people at risk of infectious diseases. Methods: This study described the effect of socio-ecological factors on selected zoonotic bacterial and protozoal diseases in 42 workers of two dairy farms. Results: Occupational exposure to Salmonella ser. Dublin, E. coli, and Campylobacter spp. was confirmed. Self-efficacy and negative workplace perceptions were risk factors for Salmonella Dublin exposure (OR = 1.43[95% CI 1.11–2.22] & 1.22 [95% CI 1.02–1.53] respectively,). Additionally, safety knowledge and risk perceptions were protective factors of exposure (OR = 0.90 [95% CI 0.79–1.00]). Positive perceptions of supervisors and coworkers was a protective factor of Campylobacter exposure (OR = 0.89 [95% CI 0.79–0.98]). Conclusion: Results indicated that the presence of a supporting organizational environment, good communication with supervisors and coworkers, and training on prevention of zoonotic diseases would potentially reduce occupational exposures to zoonotic diseases on these farms.

Coupling High Self‐Perceived Creativity and Successful Newcomer Adjustment in Organizations: The Role of Supervisor Trust and Support for Authentic Self‐Expression

AbstractThis study addresses how supervisors can facilitate the socialization of newcomers with high self‐perceived creativity into their new jobs. We combine self‐verification theory and current literature on socialization in a dual‐stage moderated mediation model where a) newcomer self‐perceived creativity interacts with supervisor trust in the newcomer to trigger supervisor perception of newcomer creativity; and b) supervisor perception of newcomer creativity, in turn, interacts with supervisor support for newcomer authentic self‐expression to impact newcomer adjustment outcomes (i.e., task performance, job satisfaction, and stress symptoms). A two‐wave, multisource study of 146 newcomer–supervisor dyads provides support for our predictions, suggesting that high levels of supervisor trust and support for authentic self‐expression serve as moderating conditions allowing supervisor perception of newcomer creativity to positively mediate the relationship between newcomer self‐perceived creativity and newcomer adjustment.

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4- Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations.

THE ROLE OF ISLAMIC EDUCATION TEACHERS IN DEVELOPING THE CITIZENSHIP VALUES AMONG POST-BASIC EDUCATION STUDENTS IN THE SULTANATE OF OMAN

This quantitative study aimed to investigate Islamic education teachers’ role in developing citizenship values among students in the post- basic school (Grades 11-12) in the Sultanate of Oman. Many studies have revealed that citizenship values not addressed adequately through the curriculum, and teachers experience many challenges in teaching citizenship values in the era of globalization and modernity. Therefore, this study planned to examine the effectiveness of Islamic education teachers in developing citizenship values, and to investigate challenges facing them in achieving such learning outcomes. To achieve these aims, a questionnaire designed to examine the perceptions of supervisors and senior Islamic teachers. Random sample of (152) supervisors and senior Islamic teachers was selected from the whole study population of (274). Results showed that supervisors and senior teachers of Islamic education express high satisfaction regarding Islamic education teachers’ effort in developing citizenship values among their students. However, the study revealed several challenges facing the Islamic education teachers to be more effective in teaching citizenship values. Challenges associated with increased negative impacts of the media identified to be at the top list. Keywords: teacher role, citizenship values, post-basic education.

Perceptions of teachers, principals and school supervisors on students' skills using ICT in learning in the Senior High School

This study examined on status of school (public and private school) differences for the perceptions of participats (teachers,principals and school supervisors ) in eleven senior high school on the students skills of Information and Communication Technology (ICT) in Tanjungpinang city, Kepulauan Riau Province,Indonesia. Data was taken by the use of online survey in 2016 who conducted by the Directorate General of Primary and Secondary Education of the Republic of Indonesia. We accumulate data from 310 respondents, they are 11 principals, 9 supervisors and 290 teachers on the eleven senior high school of Tanjungpinang district, Kepulauan Riau Province, Indonesia. Data analysis was done using quantitative analysis, the first using descriptive statistics mainly percentages perceptions of the principal, supervisor and teachers toward skill’s students using ICT in learning, the second to inferential statistical analysis of non parametric statistics Mann Whitney to test alternative hypothesis that there are significant difference skill’s students among public school and private school. SPSS software was used to analyze data.The results of the study shown that no different significantly on the students skill on use of computer in learning between public and private school (sig = 0.057), and there are different significantly on the students skill on use of mobile phone in learning between public and private school (sig = 0.001) and last result showed that there are different significantly on the students skill on use of internet in learning between public and private school (sig = 0.026).

Would you do it again? A qualitative study of student and supervisor perceptions of an intercalated MBChB/PhD programme

BackgroundSeveral studies have warned about the diminishing physician-scientist breed. Limited studies, however, have attempted to assess what factors (if any) enhanced or hindered the experience of trainee physician-scientists and their supervisors. Using Vroom’s expectancy theory as a conceptual framework, we explored the highlights, motivations and barriers of an intercalated MBChB/PhD programme as experienced by students of the programme and their supervisors.MethodsPrevious and current students of the MBChB/PhD programme at the University of Otago, and their supervisors, were invited to provide comments on the programme. Data were analysed using a general inductive approach which involved coding responses, and grouping codes into common themes via an iterative process. A deductive approach was used to interpret the themes and relate them to Vroom’s expectancy theory.ResultsA total of 22 students (88% response rate) and 36 supervisors (58.3% response rate) responded to our survey. Three themes were identified through the analysis of the students’ responses. These were: motives for undertaking the intercalated degree, effect on career development, and perceived barriers. Supervisors’ survey yielded two themes: characteristics of successful students, and optimising the intercalated programme.ConclusionsThe current study sheds light on the successes and challenges of an intercalated MBChB/PhD programme by considering the views of those most involved. Whereas the combined programme has its advantages for student research and career development, extending the research-time may be worthwhile. Further studies involving a larger cohort of intercalating students and their supervisors may allow for extrapolation of data to address these concerns.