Professional Development Research Articles

Challenges and Performance of Novice Teachers: Basis for School Management Plan

Novice teachers face significant challenges, particularly in classroom and time management and adapting to diverse student needs, which can impact their effectiveness and job satisfaction. This study examined the factors influencing the performance of 400 novice teachers in Cagayan de Oro City’s Southwest I and II Districts during the 2023-2024 school year. Using a questionnaire and analyzing data through descriptive statistics, Pearson Correlation, and one-way ANOVA, the study found that many teachers entered the profession later, with a majority aged 41 or older, predominantly female, holding Teacher II positions, and having prior experience in private schools. Results highlight that strong classroom management and the ability to adapt to student diversity are key to a novice teacher’s success. Effective classroom management contributes to a positive learning environment, enhancing student engagement and achievement, while adapting to diverse needs fosters inclusivity and reduces disparities, helping teachers manage stress and avoid burnout. Recommendations urge school leaders to create supportive environments emphasizing time management, professional development, and community engagement, employing the School Management Plan to foster teacher growth. This holistic approach aims to empower novice teachers, ultimately improving their effectiveness and contributing to better student outcomes.

Does the Language-Based Professional Development Program ‘Talking with Children’ (TwC) Have Differential Effects on Children’s Language Skills?

ABSTRACT Research Findings: The effects of professional development (PD) on children’s language outcomes are inconsistent, including for the German PD program Talking with Children (TwC). Differentiating the effects of PD programs can help to understand the conditions under which children benefit from language education provided by educators. For this purpose, the present study examined the differential effects of the PD program on children’s receptive and expressive language skills with respect to individual and contextual characteristics (DLL status and proportion, individual and average group baseline language scores, contact time between trained educators and target children). An experimental pre-post study was conducted in which educators (N = 50) were randomly assigned to one of two PD programs (TwC and an alternative program). After one year of training, children were supported by the trained educators (N = 230) for one year. Effects on language development were assessed using standardized tests. Multilevel analyses showed that the extent to which children benefited from educators’ participation in TwC did not depend on contextual and individual characteristics. Practice or Policy: Our study emphasizes the importance of high-quality PD programs that focus on the adaptive use of strategies to support the language development of all children.

Problems in Teaching Russian to Foreign Medical Students Studying in an Intermediary Language (Using the Example of Iranian Students)

The article examines the problems in teaching the Russian language that teachers face when working with medical students studying in an intermediary language. The early stage of language learning for such students causes the greatest difficulty, therefore, the importance of increased attention and the search for additional teaching methods in order to introduce diversity into the learning process and increase motivation to learn is emphasized. The ways of solving such difficulties based on the analysis of their occurrence are proposed. For students whose Russian is not the main language of instruction, the issue of motivation causes the greatest difficulties. The author notes the great role of communication between teachers and students in increasing motivation to study. The issue of the lack of specialized textbooks for such a category of students is also being considered, which significantly affects the effectiveness of the educational process. In addition, the author raises the question of how much a language teacher should know about the material of a medical specialty. Since the main purpose of teaching medical students is the development of early professionalization, a Russian teacher is a guide to mastering medical terminology from scratch, therefore he must know the material to a minimum extent. But in practice, many universities lack the necessary training of teachers and the necessary measures for professional development in the specialty.

What does it mean to be(come) a professional bilingual education teacher?

ABSTRACT Due to the dual focus of content and language integrated learning on both content and language, bilingual teaching requires a profound level of teacher professionalism. This mixed-methods study aims to capture the beliefs of trainee teachers and educators regarding professional (bilingual education) teachers within the framework of teachers’ professional competence models. We analysed data from a questionnaire (n = 32) and interviews (n = 11) with teacher educators and trainee teachers involved in bilingual training programmes for secondary education in Germany. The findings emphasise the importance of high motivation, additional pedagogical/psychological knowledge, internationally oriented content knowledge and high language proficiency. These results yield important implications for bilingual teacher training.

Analysis of Transgender and Gender-Diverse Topics Within Diversity, Equity, and Inclusion Curricular Content in Pediatric Anesthesiology Fellowship Programs in the United States and Canada-A Prospective Survey.

Transgender and gender-diverse individuals experience higher burdens of health disparities compared to their cisgender counterparts. Contributing factors include decreased access and denial of care, experiences and fear of medical violence, and increasing legislative barriers. These patients often report having to educate healthcare professionals due to lack of expertise of transgender and gender-diverse issues within the medical community, with training deficits observed at all levels of medical training. We surveyed pediatric anesthesiology fellowship directors in the United States and Canada with an aim to describe the current state of transgender and gender-diverse topics within diversity, equity, and inclusion curricular content across pediatric anesthesiology fellowship training programs. A 25-question descriptive, cross-sectional, electronic survey was created and distributed to all pediatric anesthesiology fellowship program directors in the United States and Canada investigating the inclusion of transgender and gender-diverse topics within diversity, equity, and inclusion curriculum (if present) for pediatric anesthesiology fellows. A total of 33 responses were collected from 69 total invited programs. Diversity, equity, and inclusion curricula were present in 93.5% (29/31) of fellowship programs but only 29% (9/31) of programs included content specific to transgender and gender-diverse populations. Just 17% (5/29) of program directors thought their curriculum adequately prepared their graduates to care for transgender and gender-diverse patients. However, 69% (20/29) expressed a desire to see more educational content included in the future. Lack of knowledgeable faculty educators and time were the most chosen perceived barriers to inclusion. To our knowledge, this study is the first to evaluate pediatric anesthesiology fellowship curricula for inclusion of transgender and gender-diverse topics within diversity, equity, and inclusion curriculum. As the population of known transgender and gender-diverse youth increases, all pediatric anesthesiologists must be equipped to treat this population with appropriate clinical and cultural sensitivity. Future endeavors must include robust sexual orientation and gender identity data collection, access to educational materials from content experts, recruitment and empowerment of LGBTQ+ anesthesiologists, and increased dedicated time toward diversity, equity, and inclusion education, specifically in regard to the transgender and gender-diverse population. Lack of physician education on the care of transgender and gender-diverse patients is one of several factors contributing to the health disparities seen in this population; training deficits in the care of transgender and gender-diverse patients have been observed in all levels of medical training. Our data show a critical deficiency of transgender and gender-diverse topics within diversity, equity, and inclusion curricular content in pediatric anesthesiology fellowships in the United States and Canada and identify potential barriers to the inclusion of such content.

Evaluation of Learning Approaches Among Physiotherapy Students in Haryana: A Cross-Sectional Study.

Understanding students' learning approach, modifying teaching methods, curriculum and material accordingly is essential to deliver quality education. Knowing more about the learning approaches assists in upgrading the profession's quality for continuous professional development. The cross-sectional study was carried out among physiotherapy students studying in physiotherapy colleges affiliated with the same university. The Approaches and Study Skills Inventory for Students questionnaire was used to evaluate learning approaches in both preclinical and clinical students. Data were analysed using the IBM Statistical Package SPSS 27. Statistical significance was set at p < 0.05. A total of 250 participants with a mean age of 21.09 + 1.93 years, 129 (51.6%) in the preclinical group and 121 (48.4%) in the clinical group participated in the study. 67 (26.7%) of the students were male, while 183 (72.9%) were females. The vast majority of participants (97.6%) adopt a deep approach to learning, while only a small fraction (2.0%) use a surface approach, with the strategic approach being rarely used (0.4%). No significant difference was observed between the males and females, and students of different colleges under the same university. The predominant approach is the deep learning approach reflecting active learning. This may indicate that curriculum and strategies of teaching are employed over physiotherapy students to promote quality learning. Also, the teaching preferences varies between two group of physiotherapy students. Thus, this will also assist physiotherapy educators in planning and delivering learning activities according to learners by knowing their preferences.

Prioritization of Secondary Education over Basic Education in Ghana: The Gains and Losses

This paper explores the prioritization of Secondary Education over Basic Education in Ghana and its consequences for educational equity and sustainable development. Basic Education, encompassing early childhood and primary levels, forms the foundation for lifelong learning and socio-economic growth. However, Ghana’s recent policies, particularly the Free Senior High School (SHS) policy, have shifted focus towards expanding Secondary Education, leading to increased enrollment yet creating challenges at the foundational level, such as inadequate funding, infrastructure, and teaching quality. Using Human Capital Theory and Educational Ladder Theory, this study underscores the importance of Basic Education in building essential skills for higher education and employment. A mixed-methods approach comprising literature review, document analysis, and comparative case studies reveals that an overemphasis on Secondary Education may undermine foundational competencies. Key recommendations advocate targeted reforms and increased investment in Basic Education, including setting qualification standards and in-service training for early childhood educators, equitable resource allocation, and structured professional development for teachers. By aligning Basic and Secondary Education policies, Ghana can ensure continuity and coherence across educational stages, strengthening its education system’s resilience and promoting equity, inclusivity, and sustainable development.

Development of Digital Literacy Evaluation Model for Tourism Management of Undergraduate Students

Background and Aims: The digital economy, digital transformation of tourism enterprises, and new forms of employment have created new demands for the study and future career development of tourism management among undergraduate students. The digital literacy level of these students directly impacts their future employment opportunities, skill development, and even the pace of digital development in tourism professional education. The objectives of this research are 1) to extract the components of digital literacy in the tourism management of undergraduate students and 2) to develop a digital literacy evaluation model for the tourism management of undergraduate students. Methodology: The research reviews relevant theoretical concepts, including digital literacy and information literacy. The processes in this research are as follows: 1) reviewing the theoretical basis of the study 2) defining related concepts such as digital literacy, information literacy, etc. Reviewed research on the digital literacy for tourism management of undergraduate students, providing a theoretical and practical foundation for this paper's research. 2) To take 1,308 tourism management undergraduate students in China as the survey subjects, the current status of their digital literacy was investigated. To analyze the survey results and extract the components of digital literacy among tourism management undergraduate students. 3) We selected 21 experts, used the Delphi method to determine the components of the digital literacy evaluation model, and then used the network analysis method to determine the weight of each component. Finally, we designed a digital literacy evaluation model that is suitable for undergraduate students studying tourism management. Results: The study's results indicate that the model clearly demonstrates the relationships and relative importance of the components of tourism management for undergraduate students. Teachers can effectively use this model to assess students' digital literacy levels and provide them with personalized support and guidance. Students can use this model to improve their digital literacy levels and adapt to the digital age's development sequentially and purposefully. Conclusion: The model clearly shows how tourist management instructional features are weighted. Teachers can measure students' digital literacy with this strategy. Students' digital tourist management skills are improving as teachers customize aid and advise. This method could streamline and personalize education to better prepare students for tourism.

Assessment and evaluation of attitudes, knowledge, and barriers to evidence-based practice among Fatima college of health sciences educators, UAE

Evidence-based practices are widely acknowledged as important in improving healthcare quality and achieving excellence in patient care. It is necessary to teach students how to implement evidence-based practice in clinical. Health sciences educators' awareness of evidence-based practice plays an essential role in implementing this concept in practice which will be reflected in the student's performance and enhance patient care in the future. This study aimed to assess attitudes, beliefs, knowledge, and behaviour regarding evidence-based practice among allied healthcare educators of Fatima College of Health Science (FCHS). This is a cross-sectional survey study. The survey was distributed among 165 healthcare professional educators in nursing, radiography and medical imaging, physiotherapy, paramedics, psychology, pharmacy, and general requirements departments at the four campuses of the Fatima College of Health Sciences: Al-Dhafra, Abu-Dhabi, Al-Ain, and Ajman. The response rate was 33.3% (n=55). The result showed that the most preferred source of information for educators was electronic research engines 55% (n=30). The data obtained indicated that approximately 95% (n=52) of educators believe that Evidence-Based Practice (EBP) improves patient care, enhances outcomes, and supports sound clinical decision-making. Additionally, 91% of educators agree that the concept of EBP should be incorporated into all college programs. However, the primary barrier to implementing EBP is identified as a lack of time. The study revealed a positive attitude toward EBP among FCHS educators but highlighted the need for more knowledge-sharing opportunities. Time constraints were the main challenge.

Socially-determined factors of positive transformation of the professional and labor self-concept of persons with musculosketal disorders

The article studies social factors that determine the features of transformation of professional-labor self-concept in students with musculoskeletal disabilities studying under inclusive conditions in organizations of secondary vocational and higher education. The study was carried out on a sample of 106 students with musculoskeletal disorders of final years of educational organizations, in whom positive, negative, and neutral forms of transformation were recorded during the study. It has been revealed that in the group of students characterized by positive changes in professional and personal development during education and professional training, the transition of maladaptive forms of professional and labor self-concept into adaptive ones that allow them to achieve success in professional development, the majority of them are those who have an extensive network of social contacts, including friends with disabilities, classmates, and other people without any disabilities, teachers, and professors who give them the opportunity to develop their professional self-concept. In this group, most students have high rates of satisfaction of basic psychological needs for autonomy, social contacts, and competence, whereas in the group of students characterized by negative transformation of professional and labor self-concept, many identify themselves only with the social group of disabled people, feel alienated from the outside world with excessively high rates of satisfaction of basic psychological needs, which demonstrates their helplessness and deprivation of conditions of their professional and personal development.

Teachers learning: understanding continuous professional development in Panama

ABSTRACT Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr et al. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of surveys, interviews, and documentary research conducted in 2020 and 2021 suggest that these characteristics seldom appear to be part of the existing CPD in Panama. We analysed interview transcripts using inductive and deductive manual coding methods. The study highlights Panamanian teachers’ desire for innovative CPD focused on pedagogical approaches and subject-specific techniques tailored to regional educational needs and with a school-driven planning approach. Teachers reported barriers to CPD access, including travel difficulties and technology limitations, while expressing interest in international exchanges and financial support for advanced education. They sought engaging training sessions that encourage active learning, provide opportunities for reflection, and demonstrate best practices, emphasising the need for instructors with expertise relevant to the Panamanian context. The results of this study informed public policy recommendations that included the development of an independent apolitical institute that would provide oversight of teacher CPD and well-being in consultation with the Ministry of Education.

A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices

Limited studies illustrate the significance of a transformative perspective on pre-service teachers’ assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary teacher education. Therefore, this conceptual article aims to provide a transformative theory-based elucidation on assessment practices and their application by intermediate-phase pre-service language teachers (IPPLTs). Having applied transformative learning theory (TLT) and a narrative literature review (NLR), this article proposes a transformative theory-based framework (TTbF) that HEIs can apply to equip IPPLTs with transformative assessment practices (TAPs) during their training and teaching practice sessions. The findings reveal that transformability, transformative-targeted interventions, and adaptive capacity can be valuable takeaways for IPPLTs’ professional development in applying TAPs. The study recommends that IPPLTs consider applying the TTbF to strengthen their ability to implement TAPs in schools.

A Strategic Training Model for Building Cultural Literacy of Broadcasting

Background and Aims: Cultural literacy in broadcasting is essential for representing varied audiences, promoting inclusivity, and avoiding prejudices. Develop a cultural literacy training strategy to equip broadcasters to engage with different cultures, improving audience communication and trust. The research objectives of the Strategic Training Model for Building Cultural Literacy in Broadcasting are as follows: 1) To investigate the knowledge and practical needs of broadcasting hosts to improve cultural literacy. 2) To develop and implement a strategic training model for building cultural literacy and broadcasting talent. Methodology: Questionnaires, structured interviews, and assessment forms were used. We examined data using percentages, averages, the pre-test, and post-tests. Results: The research indicates the low cultural literacy of broadcasting talents in Guangxi universities. It also shows that most universities, including Guangxi University for Nationalities, College of Arts, and University of Foreign Languages, are still behind in their plans to improve it. it is urgent and necessary for both students and teachers to enhance the cultural quality of broadcasting talents. The results suggest that this methodology improves broadcasting talent culture and professional education. A systematic endeavor to increase strategic training for broadcasting students' cultural literacy demands instructors' persistence and inventiveness. Through differentiated guidance, diversified practice, school-enterprise cooperation, and systematic implementation, we can comprehensively and deeply improve broadcasting students' cultural literacy, developing more excellent broadcasting and hosting talents for society. Conclusion: The study emphasizes how crucial it is to improve cultural literacy among Guangxi universities' broadcasting talent, as they are currently falling behind in this regard. The development of more skilled broadcasting professionals can be achieved through the implementation of strategic training, differentiated guidance, diversified practice, school-enterprise cooperation, and systematic efforts to improve cultural literacy and professional education.

In-service teachers’ developing conceptualisations of inquiry in mathematics during a professional development course

ABSTRACT This study follows a group of four secondary school teachers as they participate in various inquiry activities in a one-semester professional development (PD) course in mathematics. Using their discourse as a lens on their conceptualisations of inquiry in mathematics, we report on the development of their conceptualisations throughout the semester. This development seems to be largely related to providing students intellectual space and creating a collaborative learning environment. Exploration and communication foreground their conceptions, while analytical features are more peripheral themes. Throughout the semester, little attention is given in their discourse to mathematical foundations of design elements. We address how the teachers themselves link their development to the PD course. Finally, we discuss findings in light of the PD context and the limited body of research on teacher conceptualisations of inquiry in mathematics, in particular why some features of inquiry appear to be less emphasised in teacher conceptualisations than others.

THE CONCEPT OF FORMING EVALUATION AND ANALYTICAL COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Control is a component of the system of teaching foreign languages and cultures. The effectiveness of its organization and conduct by the teacher provides quality feedback and significantly affects the results of students’ acquisition of foreign language communicative competence. Control is always related to evaluation. This necessitates the formation of evaluative and analytical competence of the future teacher of foreign languages in the process of professional and methodological training in a higher education institution. Given the peculiarities of teaching foreign languages, the evaluative and analytical competence of a foreign language teacher has its own specificity. At the same time, the analysis of the latest researches and publications makes it possible to ascertain the absence of a scientifically based concept of the formation of evaluative and analytical competence of future teachers of foreign languages in the process of their professional and methodological training in a higher education institution. Such a concept should become the basis for the development of teaching methods in accordance with the conditions of the organization of the educational process in a higher education institution according to a specific educational program and within the limits of mandatory and/or optional components of the professional and methodological training of future teachers of foreign languages. With this study, we aim to develop the concept of the formation of evaluative and analytical competence of future foreign teachers as a scientifically based system of approaches, content of training, methods and means of training, which in their relationship reflect the leading idea and strategy of organizing the educational process to achieve the planned result. To achieve the formulated goal, the following research methods were used: analysis of scientific sources, valid documents to clarify the state of development of the problem of formation of evaluative and analytical competence among future teachers of foreign languages; synthesis, generalization, deduction to determine the main provisions of the concept. Evaluative and analytical competence of a teacher of foreign languages, as a complex and dynamic interaction of special methodological knowledge and methodological skills, is considered in the unity of both components – evaluative and analytical competence. Modern approaches to education form the theoretical basis of the proposed concept. The competence approach is aimed at the formation of target competence and requires a minimally sufficient selection of training content. The technological approach involves the use of learning technologies and technologies for learning. The reflective approach is implemented for self-control, self-analysis, self-evaluation by the student of the process and the result of mastering one’s own evaluation and analytical competence. The formation of evaluative and analytical competence is a joint activity of the teacher and students of higher education – future teachers of foreign languages, therefore the personal-activity approach is applied in the unity of personal and activity components from the positions of the student and the teacher. The content of training for the formation of evaluative and analytical competence is disclosed in subject and activity aspects: the subject aspect consists of topics and typical professional and methodological situations of foreign language teachers in the process of design, implementation and organization of control and evaluation of student learning results, and the activity aspect reflects methodological knowledge, methodological skills as components of target competence. Tasks for mastering methodological knowledge, four groups of tasks for the formation and development of methodological skills are the means of learning. Tasks for the formation and development of methodological skills of future teachers of foreign languages are often multifunctional; this means that in the process of performing the task, the methodological skill / methodological skills are in a different stage of formation. The results of tasks for mastering knowledge are evaluated according to the “correct answer” criterion. Criteria for evaluating the results of tasks for the formation and development of methodological skills are defined depending on the type of task. Methodological reflection is important for a future teacher of foreign languages. The main means of methodological reflection of future teachers of foreign languages in the process of formation and development of evaluative and analytical competence is defined as an electronic methodological portfolio, the content of its sections is proposed. The scientific substantiation of the concepts of the formation of other competencies of the modern foreign language teacher can provide a perspective for further research.

Thinking Reflectively: Insights from Academic Leaders in Higher Education

Reflective thinking is essential for effective leadership in higher education, enabling academic leaders to address complex challenges and improve decision-making and problem-solving skills. This study explores the importance of reflective thinking for academic leaders, focusing on its role in fostering open-mindedness, critical evaluation, and continuous learning. The study adopted a mixed-method approach, with semi-structured interviews with 13 department heads and a survey of 130 academic administrators across universities in Islamabad. The findings of the study highlight the necessity of reflective thinking for strategic decision-making, conflict resolution, and the creation of a positive institutional culture. Reflective thinking encourages academic leaders to consider multiple perspectives, identify patterns, and challenge assumptions, thereby facilitating innovative solutions and adaptive strategies. Key elements identified include open-mindedness, full engagement, and accountability, which are essential for effective reflection. By addressing these challenges, the study proposes practical strategies for fostering reflective thinking skills, including participation in communication networks and continuous professional development. Overall, this study contributes to the field of higher education leadership by providing insights into the role of reflective thinking in improving decision-making and problem-solving. It advocates for the integration of reflective practices into leadership development programs and emphasizes the importance of fostering a culture of reflection to improve the overall effectiveness of academic institutions. Through continuous self-reflection and adaptive leadership, academic leaders can better navigate the complexity of their roles, ultimately benefiting faculty, staff, and students. Quantitative analysis revealed that 85% of the surveyed academic administrators identified reflective thinking as crucial in their leadership roles.

An Overview of Continuing Medical Education/Continuing Professional Development Systems in the Middle East and North Africa: A Mixed Methods Assessment

ABSTRACT The aims of this assessment were to describe the requirements for physicians to engage in CME/CPD; explore perceptions of in-country SMEs of their CME/CPD systems; describe perceptions of in-country physicians about interprofessional continuing education (IPCE) and independent CME/CPD; and provide recommendations that may be adopted to improve quality and effectiveness. An assessment of CME/CPD systems in the Middle East and North Africa was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. The results of this assessment were strongly influenced by Egypt and Israel in the Middle East, and Algeria and Morocco in North Africa. The CME/CPD systems demonstrate wide variation from absent/immature systems to robust/mature systems. Strategies to improve the quality of the CME/CPD systems range from implementing basic standards in North Africa to evaluating the impact of CME/CPD in practice in the Middle East. The maturity of CME/CPD systems seems to affect physician awareness, independence from the influence of pharmaceutical companies over education, and IPCE, with more mature systems having a positive relationship to awareness, independence and engagement in IPCE. Maturity of CME/CPD systems is less tied to physician perceptions of value of CME/CPD, hours of participation, perceptions of what is missing from current systems, and preferred formats of education.

Why Early Career Researchers Escape the Ivory Tower: The Role of Environmental Perception in Career Choices

As early career researchers, postdocs play an irreplaceable and crucial role in scientific research, especially in highly competitive fields. Given the importance of the postdoc community, it is essential to explore their engagement in the academic labor market. Employment in academic departments should be the ideal career choice for postdocs, but this is not always the case. In recent years, an increasing number of postdocs have chosen to leave the ivory tower, which is often the result of a dynamic integration of the work environment and individual cognition. This study is based on the public data from the “Nature 2023 Postdoc Survey” and empirically analyzes the predictive relationship between different dimensions of environmental perception and postdoc academic career choices, as well as whether there are differences in predictive relationships across various fields. Difference analysis suggested that males and those working in their native country tend to have greater satisfaction in their environment perception. Correlation analysis revealed that postdocs’ environmental perception is significantly and positively correlated with academic career choices. Regression results indicated that institutional environment, organizational environment, living environment, and support environment can all predict postdoc academic career choices, with significant disciplinary differences in these predictive effects. It is recommended that mental health, salary and benefits, job security, and professional training be focused on to improve the working environment for early career researchers. Additionally, it is necessary to increase inclusive support for vulnerable postdoc groups and enhance their expectations for academic careers.

Comprehensive Review of the Role of Medical Secretaries in Health Administration and Modern Healthcare Systems Management

Medical secretaries, also known as medical office assistants or healthcare administrators, ensure that healthcare organizations and the broader healthcare delivery systems are run daily. Explores the broad growing utility of medical secretaries in clinical organizations, specifically concerning patient treatment and clinical operation in healthcare organizations, more so about the applicability of information technology in healthcare facilities. In this context, the literature review intends to overview their duties and responsibilities, training, issues they face, and contributions to efficient healthcare delivery, patient satisfaction, and organizational outcomes. We can reaffirm the essentiality of medical secretaries in today's healthcare organizations and recommend measures for improving their position based on education, implementing new technologies, and professional training.

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.