Personal Professional Development Research Articles

Exploring the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy

The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary themes in teachers' accounts of their decisions: personal growth and professional identity. The theme of travel, learning, and personal growth captures motivations typically related to travel and adventure that drive the decision to work internationally, including the opportunity to travel and experience new cultures, develop global mindedness, and learn more about the wider world. The theme of professional development and teacher autonomy explores participants' motivations related to the opportunities to teach in ways that are professionally fulfilling in international schools, which often provide freedom from what are perceived to be constrained or limited opportunities in the educational systems of participants' home countries. The study also explores how the evolution of teachers' decision-making processes and motivations evolved throughout their careers, revealing a transition from initial, somewhat random moves overseas to subsequent, more strategic moves aligned with higher expectations around professionalism and autonomy. These findings highlight the complex interplay of changing personal and professional aspirations that influence teachers' decisions to work in international school contexts. This study offers further empirical support for our understanding of international school teachers and critically engages with existing typologies of international school teacher motivation, informing recruitment and retention strategies, professional development programs, and educational policies.

A Study Protocol on Disaster Medicine Preparedness among Medical Students in a Public Military Medical School in Malaysia: Assessment of Knowledge, Attitude and Readiness to Practice

Disaster preparedness is defined as the measures taken to prepare for or decrease the impact of disaster. Medical students’ perception on disaster preparedness provides further insights into their learning needs, strengthens the disaster medicine curriculum, and improves their personal professional development. There is scarce information regarding this topic and disaster medicine education is scattered in the current medical curriculum. The aim of this study is to assess the knowledge (K), attitude (A) and readiness to practice (rP) towards disaster preparedness among medical students in a military university. A cross-sectional study will be conducted among all the medical students in Universiti Pertahanan Nasional Malaysia using a self-administered validated questionnaire via a Google Forms. The calculated minimum sample size is 176 using the twoproportion formula via Power and Sample Size (PS) software. The questionnaire consists of (a) demographic data; (b) knowledge of disaster; (c) attitude; (d) readiness to practice with responses categorised as high, moderate and low. Independent t-test and chi-square test are used to evaluate the bivariate association between demographic data with K, A and rP. Multiple linear regression is used to evaluate association of rP based on predictor variables (K, A and sociodemographic factors). A preliminary result of the study will be presented in conferences and scientific meetings. This research contributes valuable insights to the field of disaster medicine education, guiding curriculum development, and informing policy decisions within institutions.

“Who am I?”: an autoethnographic self-study on teacher identity and emotional labour of a volunteer teacher during COVID-19

ABSTRACT Teachers may undergo emotional and identity dissonance during professional practice due to various personal and contextual factors. These types of dissonance may provide opportunities for teachers to address challenges, thus enabling personal transformation and professional development. Despite a surge in research interest in teacher identity and emotional labour, few studies have used an autoethnographic lens. In this autoethnographic paper, I share my lived experiences as a volunteer teacher during campus closure from March to May 2022 in Changchun, China, a COVID-19 pandemic hotspot in the aforementioned period. I conducted an exploration of my emotion management processes in negotiating conflicts between my teacher and volunteer identities and the challenges associated with online teaching and volunteering activities. Thematic analyses of my reflective journals revealed three strands of emotional/identity dissonance involved in online teaching, volunteer work and final exams. The autoethnographic vignettes include epiphanic moments highlighting the identity dissonance and adverse challenges that led to negative emotions and, in turn, emotional labour. The findings reveal how my emotional labour prompted the construction and negotiation of volunteer teacher identity. This study confirms the importance of engaging in self-reflective narration to cope with challenges and the implications of this process for teachers in emotional quandaries.

From Perspectival Myopia to Professional Transformation: An Autoethnographic Retrospection of a High School Principal from Nepal

ABSTRACT This paper presents a re-storied account of my (lead author) decade-long (2007–2017) professional journey as a high school principal in diverse educational settings in Nepal. Using an autoethnographic approach, I have theorized my leadership transformation approaches through professional storytelling, employing critical reflexivity to trace intimate leadership experiences where authoritarian approaches to leadership, disparities, and inequalities in schools run rampant. My perspectival myopia, professional vulnerabilities, and the discrepancies between my leadership ideals and behaviors resulted in issues such as perceptions of disengagement, underperformance, and dissatisfaction on the receiving end, prompting me to contemplate professional transformation. While outlining several significant steps and missteps in transforming my actional and cognitive behaviors, this paper explores my evolution toward a more reflective, democratic, ethical, equitable, and participative conceptualization of educational leadership and underscores the transformative potential of personal-professional development through adaptable perspectives and critical self-reflection, offering valuable insights for educational leaders globally.

НАУЧНАЯ ШКОЛА ПРОФЕССОРА ПЕТРА ВАСИЛЬЕВИЧА СЕНИНА

The strategic task in the field of modern higher education is to develop the research potential of the university, to educate scientific staff. The effectiveness of this process depends on the successful functioning of scientific schools. In this regard, the research aimed at studying the experience of the author's scientific schools is relevant. (Research purpose) The research purpose is analyzing the concept and features of the scientific school as a form of personal growth and formation of researchers at the university using the example of research in the field of developing technologies for high-resource repair of machinery and technological equipment using metal coatings with specified functional properties (experience of the scientific school of professor P.V. Senin). (Materials and methods) Applied scientific and theoretical methods of analyzing the experience of the functioning of a scientific school, summarized and interpreted the criteria for its success as a form of personal growth and becoming a researcher at a university. Scientific and technical literature and publications in the field of humanitarian knowledge were used in the study. (Results and discussion) The experience of the P.V. Senin scientific school has shown that the implementation of the mechanisms of personal growth and formation of researchers at the university is the inclusion of students in the process of the scientific school, based on the creation of innovation centers, research laboratories, student teams, as well as the publication activity of the community of scientists on the basis of general theoretical and methodological approaches reflecting common research results. It was determined that the priority task of the scientific school is the interaction of university science and economic sectors aimed at creating technologies for high-resource repair of machines using the method of electric spark processing. (Conclusions) The results of the activities of the P.V. Senin scientific school allow us to consider this structure as a point of personal growth and professional development of a research student, a young scientist.

Describing a novel, national, vertical mentorship program for women in emergency medicine across Canada.

Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.

Resilience and Flexibility for Clinical Nurses: A Latent Class Analysis

Aim. To explore potential resilience and psychological flexibility patterns in nurses and analyze the effects of related factors such as growth mindset and professional recognition of categories. Background. Resilience and psychological flexibility can help nurses resist occupational pressure and play essential roles in promoting personal growth and professional development. Methods. A latent category approach was used to examine the patterns of heterogeneity in resilience and flexibility among 805 nurses. Differences in the influences related to resilience and flexibility were analyzed using univariate and multivariate logistic regressions, with demographic information, growth mindset, and career recognition as covariates. Results. Participants were divided into three potential categories: toughness-flexible (32.8%), power-deficit-emotional (23.1%), and toughness-rigid (44.1%). The results of multivariate logistic regression analysis showed that monthly income, mode of employment, growth mindset, and professional identity were influential factors in the potential categories of nurse resilience and flexibility. Conclusion. One cohort of nurses had high resilience and low flexibility, and psychological rigidity was related to the fact that the monthly income was less than RMB 5,000 and the contractual mode of employment. An excellent growth mindset and a high professional identity indicate that nurses are resilient and flexible. Implications for Nursing Management. Hospitals and nursing managers should pay attention to nurses’ different career development needs and implement appropriate safeguards.

Reviewing the effectiveness of reward and punishment in improving employee performance in Jabodetabek

Human resource management involves acquiring, developing, and using human resources to support business goals. Qualifying, rewarding, and punishing employees is crucial for personal growth and professional development. Companies should empower their human resources and implement fair rewards and punishments to improve employee performance. In Indonesia's Jabodetabek region, employee performance is crucial for business growth. Employers must focus on incentives, sanctions, and work discipline to maintain or improve performance. This research examines the effectiveness of rewards and punishments in improving employee performance in the Jabodetabek area. Using the qualitative approach, the study found that companies provide rewards to employees who excel in accordance with company regulations. Sanctions are used to prevent future violations and prevent others from doing the same. Motivational factors and performance satisfaction are crucial in establishing a fair reward and punishment system. The study concludes that effective rewards and punishments can improve employee performance, highlighting the importance of a fair and effective approach in business management.

Using Social Media and Artificial Intelligence to Find Your Purpose.

These days, the distractions of the digital world often obscure the journey to discover one's purpose. Yet these distractions hold clues to that very purpose. This article explores social media and artificial intelligence (AI) as tools to assist individuals in uncovering and expressing their purpose. As a test subject, my social media data were analyzed by AI to identify my purpose, using accounts from LinkedIn, Facebook, Instagram, and WhatsApp. This led to my creating an AI bot named Purpose GPT, which is customized to facilitate the exploration of purpose across personal growth, professional development, thought leadership, and legacy-building dimensions. Purpose GPT employs ChatGPT 4 and the Educated Change Digital Twin technology to provide a nuanced approach to understanding and discovering one's multi-dimensional purpose in this world.

IMPROVING PROFESSIONAL COMPETENCE AS A NECESSARY CONDITION FOR A MODERN SPECIALIST’S FORMATION

The author of the article states that success of a specialist’s activity is closely connected with the personal growth and professional development. The specialist’s formation is considered taking interest, need, conscious choice of profession into consideration. The author concludes that individual’s abilities are expressed in the ability to develop and use his/her own mental resources.

Teachers’ Competence and Learners’ Academic Performance

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development while the dependent variable is the learners’ academic performance. This study was conducted at West City Central School in the Division of Cagayan de Oro City. The researcher used the convenience sampling technique and a descriptive-correlational with content analysis research design and employed an adopted questionnaire given to teachers (n=161) while data analysis of learners’ (n=701) academic performance was gathered. The collected data were analyzed and interpreted using descriptive and inferential statistical tools such as frequency and percentage, mean and standard deviation, and Pearson product moment correlation coefficient. Results revealed that the level of teachers’ gained information on PPST domains was at Very High Level of Information while the learners’ academic Performance was at Very Satisfactory Level. Moreover, Teachers’ gained information on PPST domain was significantly correlated with the learners’ academic performance. Thus, it is recommended that schools may provide more trainings and information drive on the PPST Domain Community Linkages and Professional Engagement as it will provide ideas, guidance and assistance for teachers so that they can fully perform well in all of the PPST domains and improve learners’ academic performance.

FORMATION OF LEADERSHIP QUALITIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION

The research is conducted in the article and theoretical and practical analysis of the characteristics of leadership and the substantiation of the psychological and pedagogical conditions for the formation and development of leadership qualities in students in the process of professional training in a higher educational institution. An analysis of various approaches to the interpretation of the concepts of "leader", "leadership", "leadership in education", and "educational leadership" is proposed; Based on the various definitions analyzed, he identifies the signs of student leadership: initiative, contact, sensitivity, goodwill, broad social and intellectual horizons, willingness to help, etc. It is noted that the concept of leadership is considered by scientists in such aspects as leadership as a mechanism for introducing innovative changes, leadership as a model of personality formation, and leadership as the spiritual mission of an individual. The results of a study conducted among students of the first (bachelor's) level of higher education of specialty 013 "Primary Education", which was conducted to study the state of formation of leadership qualities. future primary school teachers are presented and characterized. Empirical studies have shown that students systematize all leadership qualities into the following groups: organizational, communicative, perceptual, creative, and self-regulatory. It is noted that confirmation of the qualities of a leader in future primary school teachers involves the creation of appropriate favorable conditions that ensure that students’ activities are focused on the development of leadership motivation. The article defines and characterizes the necessary psychological and pedagogical conditions: the formation of the motivational and value sphere of a future teacher education specialist for impact on the process of increasing the level of personal professional development within the limits of future professional activity; the readiness of the university’s scientific and teaching staff to work with potential leaders; formation of practical leadership experience in the conditions of educational applicants undergoing various types of teaching practice; development and implementation of training sessions in the educational process of professional training of future specialists.

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Aim: The analysis of the flow experience of pre-service teachers in educational drama practices and the effect of the practices on the attitude towards creative drama lessons reveal the purpose of the study. It is of great importance for physical education teachers to use creative drama practices as an effective teaching method in physical education and sports lessons, both in terms of their personal development and professional development. Method: The study was designed with a pre-test-post-test control group experimental design, one of the true experimental designs, and one of the quantitative research methods. In addition to the demographic information form, the "Flow Experience Scale" and "Attitude Scale towards Creative Drama Lessons" were applied to the participants as measurement tools. The distribution of the participant's demographic information was analyzed by frequency analysis. T-test independent groups analyzed the participants' pre-test and post-test scale scores, and the change in the pre-test and post-test scores of the scales according to demographic information was analyzed by t-test in independent groups and one-way analysis of variance. A regression model was tested to determine the effect of reason on anxiety. Analyses were performed with SPSS 20.0 software at a 95% confidence level. Findings and Conclusions: As a result, there was no significant difference between the attitude scale scores towards flow experience and creative drama course of the students participating in the research according to their age, gender, income level, place of residence, and activity type, and between the pre-tests and post-tests of the scales. However, a significant difference was detected between the pre-test and post-test scores of the flow experience scale anxiety sub-dimension and the flow sub-dimension of the academic achievement variable. In addition, although there was no significant difference in terms of the variables mentioned, it was noted that the flow experience flow and anxiety subscale scores were low. In contrast, the attitude scores towards the creative drama course were high.

An Examination of Work Conditions and Well-Being of Slovene Train Drivers

Abstract Background and purpose While the occupation of a train driver can be likened to other transportation professions like truck or bus drivers, it is essential to note that there are distinct hazards exclusive to this role that have a notable impact on the mental and physical well-being of train drivers. The study aims to define personal characteristics, work organisation and work characteristics, professional development and work in general in connection with risk factors among employees who perform the work tasks of train drivers in railway transport. Methodology The study on train drivers in Slovenia was conducted with 179 participants, representing 13.3% of the total population of train drivers. The sample was predominantly male and varied in age, most hailing from the Podravska region. The OPSA digital tool was used to analyse risk factors and gauge psychosocial stress across 17 areas, using a questionnaire split into two sections. Data was collected through online and physical surveys, with voluntary and anonymous participation. Results The study found that the personal characteristics of train drivers do not significantly impact their perception of workplace workload. While professional development factors negatively influenced workload perception, the impact was not statistically significant. However, general work characteristics strongly impact how train drivers perceive their workload. These findings suggest that interventions should focus on modifying general work characteristics to improve train drivers’ work conditions. Conclusions These findings have important implications for the railway industry. They suggest that interventions aimed at improving the work conditions of train drivers should focus on modifying general work characteristics rather than targeting personal characteristics or professional development factors. Future research should explore these relationships and develop strategies to mitigate the identified risk factors.

The Commitment to Excellence: Understanding Nurses’ Perspectives on Continuous Professional Development

Continuous Professional Development (CPD) is essential for nurses to maintain up-to-date knowledge and skills in the evolving healthcare sector. This study explores nurses’ attitudes toward CPD, its necessity, and the challenges encountered. The aim is to examine nurses’ perspectives on CPD, focusing on their participation and motivation, in relation to their workplace, workplace function, and form of work. A cross-sectional study design was employed with 151 nurses from University Hospital Centre Split, Croatia. Data were collected using the “Professional Development of Nurses questionnaire (Q-PDN)” and analyzed using descriptive statistical methods, the Kolmogorov–Smirnov test, Pearson’s correlation, ANOVA test, and t-test. The average level of participation in CPD activities was 4.27 (±0.63), indicating a positive inclination towards CPD. The study identified a statistically significant difference in activities related to CPD (t = 2.12; p = 0.036) among employees of surgical and intensive care units compared to other departments, where a higher level of engagement was present among employees of other departments. Notably, nurses without managerial roles showed 0.16 points higher participation in CPD activities compared to their managerial counterparts, though this was not statistically significant (t = 0.92; p = 0.357). Nurses in managerial roles valued CPD for professional development more highly, with a significant difference (t = 2.77; p = 0.006). Full-time nurses demonstrated a higher perception of the importance of personal professional development compared to part-time nurses, with a significant difference (F = 2.88; p = 0.038). The study reveals a strong commitment to CPD among nurses, with variations based on workplace roles and schedules. It underscores the need for role-specific and adaptable CPD programs to meet diverse needs and enhance professional competence in the nursing workforce.

From “participation” to “transformative participation”: My living-educationaltheory of Facilitating Transformative Continuing Professional Development

Driven by a strong desire for change and personal values, I began to embrace a participation-orientated approach to my own Continuing Professional Development (CPD), rather than the expert-driven one I had previously employed. In an effort to address past instances in which my actions did not align with my values, I developed my living-educational-theory. I collaborated with various stakeholders, including ten primary school teachers working in low-resource South African schools. I actively refined my evolving educational beliefs by seeking feedback from several of my expert critical friends. Through rigorous reflection, I formulated my research question: "How do I interpret participation as a CPD facilitator in fields such as Physical Education (PE), and how can this understanding be effectively conveyed to others?” Drawing upon insights gleaned from my doctoral research, embedded in Participatory Action Learning and Action Research (PALAR), and my annotated reflections, I identified transformative participation as a core value driving my practice. Consequently, by putting this value into action, I discovered the importance of how to dismantle established norms, recognising and respecting the boundary between personal-professional development, and cultivating leadership for lasting impact. This knowledge informs my decision to share practical insights and standards of judgment to assess how I have adopted transformative participation. My hope is that these insights may assist colleagues seeking to facilitate transformative CPD.

Профессионально-личностное развитие вузовского педагога: целевые ориентиры, фазы и условия образовательной среды

The article, from the points of view of different groups of subjects of domestic higher education (society, the state, representatives of the vocational and pedagogical community of teachers, students and students), analyzes current ideas about the ideal teacher of an educational organization of higher education, which can serve as a guide for a modern university teacher in choosing the goals and content of his professional and personal growth. The results obtained as a result of theoretical analysis and empirical studies are summarized and systematized according to two groups of characteristics: business qualities and personal qualities of a university teacher. As the invariant professional and personal quality of the teacher, his continuous professional and personal growth (development) is distinguished. Based on the situational-environmental approach, the pedagogical design of personal-developing educational systems characterized two qualitatively different phases of the cycle of professional-personal development of the teacher: 1) the phase of its adaptation and independent activity in the educational environment of the university; 2) the phase of development of professional and personal position and innovative activities in the educational environment. The environmental stimuli and opportunities required by the teacher for development at each phase are considered. The risks of maladaptation of a specialist teacher corresponding to these phases have been identified and described, which should be eliminated by means of managerial pedagogical support and special design of elements of the educational environment.

Воспитательная работа как индуктор усиления познавательной активности обучающихся при реализации образовательных программ

Education, as is known, consists in the formation of moral and personal qualities in the student and is aimed at revealing his abilities and talent in the student. In this regard, education is closely related to education, which involves the acquisition of knowledge and the formation of competencies in a certain area for their subsequent use in practice. Educational activities based on education form a citizen, his moral and ideological guidelines for universal human values and a responsible attitude to his profession. It is shown that educational work is of great importance in shaping the personality of a future specialist. It is established that the effective activity of the curator of the junior (I–II) courses contributes to a faster adaptation of students to inclusion in the educational process, legal, moral and professional development of personality. At the senior courses, the task of the curator is to form a deep understanding of the social role of their chosen profession, a positive and active attitude to the value of their chosen specialty, and a responsible attitude to professional duty among future specialists.

The Influence of School Educators’ Teaching Competence and Adversity Quotient to the Students’ Learning Engagement among Mawab District Secondary Schools

This study dealt with the influence of school educators’ teaching competence and adversity quotient to the students’ learning engagement among Mawab District Secondary Schools. The primary goal of this study was to determine the level of school educators’ teaching competence, adversity quotient, and students’ learning engagement in terms of their respective indicators and what domains of teaching competence and adversity quotient substantially influenced students’ learning engagement. Also, this study utilized a quantitative-correlational design with 123 respondents among Mawab District Secondary Schools. The average weighted mean, Pearson’s r, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a very high level of school educators’ teaching competence in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, and personal growth and professional development. On the other hand, the results also showed a very high level of school educators’ adversity quotient in terms of control, ownership, reach, and endurance. Likewise, the results showed a very high level of students’ learning engagement regarding behavioral engagement, emotional engagement, and cognitive engagement. In addition, there was a low correlation and a significant relationship between school educators’ teaching competence and students’ learning engagement. Furthermore, there was a moderate correlation and a significant relationship between school educators’ adversity quotient and students’ learning engagement. Hence, this led to the rejection of the null hypothesis. Learning environment, diversity of learners, and curriculum and planning as domains of teaching competence had a significant influence to students’ learning engagement. On the other hand, content knowledge and pedagogy, as well as curriculum and planning as domains of teaching competence, had no influence to students’ learning engagement. Additionally, control, ownership, and reach had a significant influence to students’ learning engagement. While endurance, as a domain of adversity quotient, did not reject the null hypothesis and had no influence on students’ learning engagement. These results would help the teachers identify their strengths and areas that need improvement, provide professional performance, and bounce back from setbacks, ultimately benefiting the students in their classes.

Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage.

Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor. In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively. The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively. In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.