Professional Development Plans Research Articles

The Awareness Level of the Artificial Intelligence Applications' Risk among Faculty Members and its Relation to the Attitude towards Digital Culture at Imam Abdulrahman Bin Faisal University

The current study aimed at identifying the awareness level of artificial intelligence applications' risks among faculty members and its relation to the attitude towards digital culture at Imam Abdulrahman Bin Faisal University. The descriptive survey method was used. A questionnaire was designed to measure the awareness of the artificial intelligence applications' risks, and a scale for measuring the attitude towards digital culture. They were administered to a sample of [463] faculty members at Imam Abdulrahman Bin Faisal University. The study concluded that there is an average awareness of the artificial intelligence applications' risks and the attitude towards digital culture among faculty members. A significant relationship was found out between awareness of the artificial intelligence applications' risks as a whole and the attitude towards digital culture. The results indicated that there are no differences in the awareness level of the artificial intelligence risks due to the variables of: gender, use duration of digital applications, and colleges. There are no differences in the variable of the attitude towards digital culture with its various dimensions: cognitive, psychomotor, and affective and its total score. The current study recommended designing a professional development plan for faculty members on the negative effects and risks of artificial intelligence, and launching an Arab platform based on artificial intelligence applications.

Дефицит медицинских кадров как глобальная проблема современности.

The shortage of medical personnel is a global problem of health systems, including countries with a high level of economic development and per capita income. The global aging of the population, the growth of chronic diseases, the inability of the educational system to adapt quickly to the changing conditions of modern life, to the rapid introduction of scientific achievements into curricula and practice, as well as natural and climatic threats and socio-political conflicts are factors that exacerbate the shortage of medical personnel and their uneven distribution across regions and in the world. Suboptimal working conditions, insufficient interprofessional and intersectoral cooperation, burnout, the need for long-term planning of training and professional development in the medical field are recognized as the main problems of health personnel turnover around the world.

An Update on Career Trajectories and Professional Development Plans of MADURA Undergraduate Mentorship Program Alumni and Continuing Trainees

By 2060, the U.S. population is projected to be older and more racially and ethnically diverse, and Underrepresented Minorities (URMs) are disproportionately affected by age-related conditions, including Alzheimer’s Disease

Skills and Roles of Teachers in 21st Century Teaching: Basis for Professional Development Plan

Enhancing teachers' and students' 21st-century skills is a valuable goal. This study explores the skills and roles of teachers in 21st-century education across three community colleges: Opol, Tagoloan, and Salay, during the 2023-2024 academic year. The research investigates the relationship between teachers' skills and their roles in modern education and examines differences based on the respondents' profiles. The study involved 255 teachers from local government-run colleges in Misamis Oriental, using a validated questionnaire and a mixed-methods descriptive approach. Statistical analyses included mean, standard deviation, ANOVA, and correlation tests. The results revealed that most participants held units in master's degrees, with communication skills rated highest. The role of facilitator emerged as the most prominent in 21st-century teaching. Notably, creative thinking, critical thinking, collaboration, and communication skills significantly correlated with teachers' roles. Characteristics such as age and position also influenced their skills and roles. The study emphasized Deci and Ryan’s theory, Vygotsky’s zone of proximal development, and ICT integration to address the complexity of modern teaching. In conclusion, community college teachers are eager to adopt 21st-century teaching skills. It is recommended to encourage faculty to complete graduate studies, model critical thinking, recognize teachers' efforts, create engaging environments, retrain senior teachers, and support their well-being through seminars and workshops.

Learning Action Cell Program and Teachers’ Functional Competency in Cagayan De Oro City

Learning Action Cell (LAC) program influences teachers’ functional competency. It is an integral part of professional development initiatives, which impacts teachers’ instructional skills, classroom management, assessment strategies, and professional growth. This study focused on the implementation of LAC program and teachers’ functional competency in the Division of Cagayan de Oro City. It sought to determine the relationship between the implementation of LAC and teachers’ functional competency and find the level of implementation of LAC and teachers’ functional competency. A descriptive-correlational method was used in this study. The respondents were one hundred forty-seven (147) public elementary school teachers. The survey questionnaire was the main instrument used to gather data. The statistical tools used were descriptive statistics such as mean and standard deviation. Pearson Product Moment Correlation (r) was employed to determine the relationship between the implementation of LAC and teachers’ functional competency. Findings revealed that the LAC program was well implemented, and the level of teachers’ functional competency was outstanding. Hence, there was a significant relationship between the implementation of LAC and teachers’ functional competency. It is recommended that LAC coordinators align LAC activities with the school’s broader professional development plans. Teachers should also engage in collaborative projects with other educators to share experiences and best practices. School heads should also provide training and support strategies for teachers.

Leadership Virtues, Professional Self-Esteem, and Teaching Management of Chinese University Professors: Basis for Professional Development Plan

Leadership Virtues, Professional Self-Esteem, and Teaching Management of Chinese University Professors: Basis for Professional Development Plan

Confronting the challenges faced by senior high school mid-level academic managers

Middle leadership has become increasingly important in the growth and development of educational institutions. However, as the demand of mid-level managers increase, so do their development needs, specifically their professional and leadership development. This study, focused on basic education, identifies the challenges faced by senior high school mid-level academic managers (MLAMs) and their coping strategies. This study used a phenomenological qualitative design, where 11 senior high school academic coordinators were interviewed. The results from the interview showed three challenges that MLAMs have encountered, namely: transition to MLAM position, management, and personal challenges. MLAMs cope with these challenges by relying on their support system, gaining assistance from their institution, establishing self-discipline, and embracing their call as mid-level managers. Despite these challenges, they gain personal and professional growth, institutional recognition, and fulfillment from their pivotal leadership roles. These results can serve as a reference for a professional development plan for MLAMs in the basic education.

Teachers’ Well-Being and Instructional Efficacy: Basis for Professional Development Plan

This study investigates the impact of various aspects of teacher well-being on instructional efficacy, focusing on emotional aspects, work engagement, relationships with stakeholders, sense of purpose, and accomplishments. It examines how these factors influence planning and preparation, the learning environment, instructional effectiveness, and professional responsibilities. Conducted in Roosevelt County Schools, Montana, during the 2023-2024 school year, the study used a descriptive correlational approach with mixed methods, focusing on quantitative research. Data were collected via an adapted survey from 198 teachers and analyzed using statistical tools like mean, frequency, percentage, standard deviation, Spearman Correlation Test, and Kruskal-Wallis Test. The findings revealed no significant relationship between teacher well-being and demographic profiles such as age, race, years of experience, position, and grade level. However, higher educational attainment was significantly related to emotional well-being, accomplishments, and instructional efficacy in several areas. Age also influenced professional responsibilities. The study suggests that schools should prioritize well-being initiatives tailored to teachers' specific needs to enhance instructional efficacy. By promoting support systems and focusing on well-being in their planning processes, schools can create a positive and supportive learning environment that benefits both teachers and students.

Jordanian early childhood teachers' beliefs regarding best practices utilizing developmentally appropriate/inappropriate practices as a benchmark

The main objective of this study is to investigate the beliefs of early childhood teachers in Jordan regarding best practices using the Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) frameworks. Additionally, the study aims to determine the influence of certain variables on teachers' beliefs regarding best practices. To achieve this objective, a questionnaire was developed and administered to 101 early childhood teachers in Jordan. The data collected was analyzed descriptively using means and standard deviations. The results of the study showed that early childhood teachers' beliefs about best practices were consistent with the DAP construct outlined by the National Association for the Education of Young Children (NAEYC). Similarly, their beliefs about lower-quality practices were in line with the DIP construct. However, the study also revealed that teachers still held positive beliefs about some traditional practices despite their potential to be developmentally inappropriate. Furthermore, the statistical analysis showed that there were no statistically significant differences in the beliefs of teachers regarding best practices based on their education level or teaching experience. Based on the results of the study, recommendations are made for decision makers and researchers to help them make informed decisions and develop effective professional development plans, which could help early childhood teachers in Jordan to implement DAP effectively. Overall, the findings of this study provide valuable insights that can be used to enhance early childhood education and improve the quality of teaching practices in Jordan.

The Implementation of Senior High School Alternative Learning System: Basis for a Proposed Professional Development Plan for Teachers

The study assessed the Alternative Learning System (ALS) in Bulacan, focusing on learning delivery, resources, environment, and assessment to propose a professional development plan for teachers. Utilizing a mixed-methods approach, data were collected from 342 ALS implementers and learners through surveys and interviews. Findings revealed a diverse teacher demographic, predominantly female and single, with most having less than five years of experience and no recent seminar attendance. Most teachers held Bachelor's degrees, with some possessing Master's degrees, and a majority had passed the LET exam. Respondents rated ALS implementation as “fully implemented,” except for learners who rated the learning delivery and learning resources as “implemented”. As for significant differences among the respondents, ALS implementation has no significant differences among the four learning domains. Challenges included limited interaction, ineffective communication, curriculum mismatches, resource constraints, and high workloads. Overall, there was consensus on ALS implementation across respondent groups, highlighting strengths and areas needing improvement to enhance the program's effectiveness and teacher support. To effectively address the challenges the ALS program faces, it is essential to enhance instructional delivery through increased face-to-face interaction between students and teachers, alongside providing targeted training on ALS pedagogy for educators. Developing effective learning materials, ensuring adequate facilities, creating a separate ALS curriculum, and establishing clear assessment policies will help minimize distractions, support student engagement, and improve overall learning outcomes.

Employees’ Involvement in the Land Transportation Regional Office No. V

This study determined the involvement of the employees of the Land Transportation Office Regional Office No. V. It answered the following sub- problems: 1) What are the areas in the Land Transportation Office Region V that employees are involved in?; 2) What is the level of involvement of the employees in the Land Transportation Office Region V along service delivery, professional development activities, managing organizational change; and work life balance?; 3) What are the problems commonly met in employees’ involvement along the areas explored?; and 4) What professional development plan may be proposed to address the problems met in employees’ involvement? This research study utilized the quantitative research- survey methodology specifically the descriptive survey method. It is descriptive for it identified the areas the employees of the Land Transportation Regional Office No. V are involved and the level of involvement of the employees in the said office along the areas mentioned above. This employed the survey design since it gathered the data using a questionnaire. The respondents of this study were the one hundred seventy-one (171) employees of the Land Transportation Office Region V in the Bicol Region. The statistical measures used are frequency, percentage, weighted mean and ranking.

Building stronger foundations: exploring a collaborative faculty mentoring workshop for in-depth growth

BackgroundMentorship training programs demand a paradigm shift from theory-driven to hands-on practical approach with prioritization of preparation of mentors and mentees for their roles through self-awareness and targeted professional development planning. There is a lack of evidence generated from the health professions education institutions of global south regarding effectiveness of workshops in fostering mentorship culture.MethodsThis mixed method study with convergent parallel design was conducted through a collaborative mentoring workshop; “Faculty Mentoring-Building stronger by digging deeper” by Aga khan University Medical College, Karachi and University of Lahore, Punjab, Pakistan. Objective of the research was to emphasize the importance of faculty mentoring program, roles and responsibilities of mentors and mentees and perception of the participants regarding the associated role of institutions. It aimed to educate faculty members to develop personal development plans for becoming effective mentors and mentees. The demographic data was collected before the workshop, during the workshop data was collected from SWOT analysis, followed by goal settings and the action plans made by participants at the end. Post workshop online feedback was acquired by a questionnaire to comprehend participants’ educational attainment. Association between quantitative findings was done through ANOVA, while the qualitative data was subjected to thematic analysis.ResultsTotal of 37 faculty members participated in the hands-on workshop. All faculty equally perceived the workshop as satisfactory and reported that hands-on practice led to positive experience of setting clear goals and action plans in developing oneself both as mentor and mentee. Themes identified were; Faculty Mentorship Program, Personal development Plan of Mentors and Mentees and Building Positive Mentor-Mentee Relationships. Voluntary structured program, choice of more than one faculty mentor and portfolio development based on personal SWOT was recommended by participants for the success of formal mentoring programs.ConclusionMedical Faculty of Pakistani Universities at all career levels is interested in development of formal mentoring programs in their universities. Formal training for the same is also recommended by the participants. Institutions should cultivate a culture of mentorship that supports the professional growth and success of academics for cultivating the minds that are in turn shaping our future generations.

Faculty Development Needs and Approaches to Support Course Examination Development in Nursing Programs: An Integrative Review.

Many nursing faculty lack formal training in item writing and test construction. This integrative review synthesizes the evidence to gain a comprehensive understanding of the developmental needs and interventions employed to help nursing faculty gain skills to develop course examinations. Original research and non-research reports published since 2012 were included. Independent quality appraisals were completed based on the Johns Hopkins Nursing Evidence-based Practice Model. Data were analyzed using the constant comparison method. Nineteen reports met inclusion criteria. Themes related to test development skills were standards support practice, educational preparation, evolving technologies, and writing for clarity. Themes related to faculty development were continuous improvement, professional development plans, peer and expert collaboration, and up-to-date resources. Nursing programs need to establish methods to ensure faculty use best practices and are competent in test development. Nursing needs future research to understand optimal faculty development approaches.

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

Impact of School Learning Action Cell Program on Teachers’ Instructional Competence in Misamis Oriental: Basis for Professional Development Plan

Impact of School Learning Action Cell Program on Teachers’ Instructional Competence in Misamis Oriental: Basis for Professional Development Plan

Career Development of University Lecturers: Basis for a Professional Development Plan

This study aims to enhance the career development of university lecturers in Shandong Province s colleges and universities. Utilizing a comprehensive survey and quantitative analysis, data were collected from 110 young university lecturers to assess their career development across four stages and identify influencing factors. The results indicate positive evaluations across all stages, highlighting adequate training, support, and satisfaction in career development. The study concludes with strategic recommendations for improving the professional development and employment status of university lecturers.

Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan

The work ethics of teachers significantly impact students, schools, and the broader community. This study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. Conducted in seven mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. Data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. Findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. A significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. The study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. It suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth.

Unveiling the Confidence of Criminology Practitioners: Delving on Research Knowledge and Attitude

This study aims to investigate the level of confidence among criminology practitioners in their research knowledge and attitudes towards research. By examining both aspects, the study seeks to understand how these factors influence overall confidence in engaging with and applying research findings. Furthermore, this descriptive study explores whether there is a significant difference between practitioners' confidence levels related to their research knowledge and their attitudes towards research. Understanding these dynamics is crucial for enhancing the integration of research into criminology practice, thereby improving the effectiveness of interventions and policies. The study utilized a descriptive design having 128 qualified respondents using purposive sampling that answered the self-made questionnaire. Result shows that among the practitioner, academicians have higher level of confidence in terms of research knowledge and attitude. There is a significant difference between the level of confidence relative to research knowledge and attitude. Likewise, the research knowledge of the criminology practitioners has positive relationship among the scope of practice. Hence, the findings suggest that in order to improve the research culture within the field of criminology, a professional development plan might be created to address and cater to all criminology practitioners within the discipline, with guidelines based on the scope of practice under RA 11131.

Mathematics teachers' opinions about their professional development and lesson planning: Lesson study perspectives

The lesson study is a teaching model that emerged from the needs for teachers’ developments in their professions in Japan. This method allows teachers to work collaboratively in line with some common goals, (i) to plan their lessons, (ii) to eliminate their professional deficiencies, and (iii) to gain different perspectives by contributing to their professional development. In this context, the aim of the study is to determine elementary school mathematics teachers’ opinions on how the lesson study activities contribute to their professional developments. In addition, determining how teachers plan the lessons with respect to lesson study activities is another goal of this study. The method of the research is action research, which is one of the qualitative research methods. The study, carried out in the form of three lesson cycles, was completed in six weeks. Content analysis method was used to analyze the data in this study. The coding process of the data is based on constant comparison method. The research results indicated that the collaboration among mathematics teachers using the lesson method contributed to their professional development in various ways, and that teachers prepared lesson plans by paying attention to different factors related to geometry lesson before instructions. Consequently, some suggestions were made on the results obtained.

Innovation Driven the Professional Learning Community (PLC) Process for Small Educational Institutions and Remote Areas

This study is based on the idea of a professional learning community, which is a group of educators who get together to share teaching insights, gaining managerial expertise through the process of a professional learning community, which facilitates the transfer of information and the planning of operations that will result in actual operations, the PLC process driving model may be used by teachers to conduct research in the classroom on a regular basis and to share the findings with other members of the teaching staff in order to maintain continuity and sustainability. Therefore, this research article aims to; 1) to create innovation to drive the professional learning community process for small educational institutions and remote areas, 2) to apply innovations in driving the professional learning community process to network educational institutions, small educational institutions, and remote areas, and 3) to confirm innovation in driving the professional learning community process for small educational institutions and remote areas.It is research and development, and the sample was drawn from purposive selection of small educational institutions in Phetchabun Province, Phichit Province, and Nan Province, totaling 7 locations, confirm the format by referencing qualified experts. The tools used in the research include; seminar recording form on innovation creation, workshop project manual, workshop project evaluation form, and opinion questionnaire. Statistics used include; percentage value; average; standard deviation; and analyze content.The results of the research found that; 1) Innovation driven process of professional learning community for small educational institutions and remote areas that are built there are 6 aspects; management, teacher and personnel development, environment and learning management atmosphere, co-leadership, learning management and professional development and Applying learning outcomes to improve learner quality. Performance before development in high level, mean ( = 4.34, S.D.=0.61) after development at the highest level with an average ( =4.50, S.D.=0.59) an increase of +0.13, 2) Bring innovation to drive process of professional learning community for small educational institutions and remote areas the overall assessment results were at a high level, 3) Confirmed the creation of innovations to drive process of professional learning community for small educational institutes and remote areas it was found that there were several interrelated elements be appropriate. It is feasible, useful and theoretically accurate 100 percentages. The researcher offers the following recommendations on how to apply the research study's findings to promote better educational management; 1) until learners are able to develop themselves to their full potential, driving the professional learning community process for small educational institutions and remote areas should give educational institutions, teachers, and students opportunities to creatively design learning together, this can be done by creating a professional learning community development plan that is clear and appropriate to the context of learners, and 2) teachers should use innovation to guide the process of professional learning communities for distant and small educational institutions, build routine research to be varied, fulfill the requirements of students, and empower students to be social innovators.