Professional Development Opportunities Research Articles

Advancing interprofessional workplace learning: Successful implementation of the ‘WILD Series©’ hybrid professional development model

BackgroundThe 2021 NCICLE Pathways to Excellence framework highlights the need for professional development opportunities promoting interprofessional learning to optimize healthcare provider and learner teaming in the clinical learning environment. Despite this priority, research shows some clinicians are not developing their collaborative practice skills. PurposeThis article describes the hybrid Workplace Interprofessional Learning and Development (WILD) Series, which was developed to promote interprofessional preceptor development through workplace learning. MethodThe WILD Series© includes four unique six-week offerings, each dedicated to one Interprofessional Education Collaborative (IPEC) competency area. Each six-week session includes five weeks of one topical, actionable independent email engagement and concludes with a structured, facilitated synchronous debriefing session. DiscussionThe WILD Series© is the first IPE program designed for independently practicing clinicians and preceptors that includes synchronous and asynchronous components. Initial feedback was positive regarding the series format, content, and outcomes. ConclusionThe WILD Series© demonstrates that workplace learning can be an effective strategy for addressing gaps in interprofessional preceptor development.

Compelling Classroom Accumulation and Harmonious Teaching of Public Elementary School Teachers

This study investigated the relationship between compelling classroom accumulation and harmonious teaching practices among public elementary school teachers in Manay District, Davao Oriental. The research employed a non-experimental quantitative design with a correlational approach. A total of 132 teachers from public elementary schools participated through universal sampling. Data analysis involved calculating means, Pearson's r correlation coefficient, and regression analysis. The findings revealed that both compelling classroom accumulation (encompassing vision, sensitivity, needs awareness, and risk-taking) and harmonious teaching (characterized by supportive, instructive, preventive, and responsive practices) were frequently observed among the teachers. Additionally, a statistically significant positive relationship was identified between these two factors. The study further suggests that the various aspects of compelling classroom accumulation significantly influence the development of harmonious teaching practices among the educators in Manay District. Based on these results, public elementary school teachers are encouraged to participate in conferences and training programs offered by DepEd. These professional development opportunities can equip teachers with the necessary skills to enhance their abilities, improve student learning opportunities, and implement more effective teaching practices.

Work Motivation and Job Satisfaction among Primary Healthcare Workers in Georgia

Motivation is defined as human effort, striving, stimulation process for successful work, and achievement of organizational goals. The purpose of the research is to study the factors determining the motivation and job satisfaction of primary healthcare personnel in Georgia. The relevance of the issue is indicated by the poorly development of the primary healthcare system in Georgia, which is confirmed by the fact that the number of referrals to outpatient medical institutions is 3.6 per capita per year, while it reaches 7.5 in European countries. A quantitative study was conducted in this research. As a result of the research, it was determined that motivation and job satisfaction are complex constructs. The following main factors that influence the job satisfaction of employees in primary care organizations were identified: individual characteristics, financial and non-financial incentives, organizational structures and processes, including supervision, leadership, fairness, and responsibility for the distribution of resources, staff dynamics, and team cohesion, relationships with colleagues and management, relationships with patients, intellectual stimulation, opportunities for continuing medical education. A family physician’s and family nurse practitioner’s job satisfaction significantly improves the services and has a positive impact on the patient’s well-being. Health policymakers and managers need to critically analyze the importance of providing additional incentives. In order to improve the job satisfaction of primary health care workers, in addition to salary, special emphasis should be placed on supporting family life, creating decent living conditions, adequate free time, educational prospects, and better opportunities for professional development and promotion.

Public sector health analytics capacity before and after Covid-19: A case study of manager perspectives in New Brunswick, Canada

BackgroundDemand for health data and analytics to support research, policy, and practice continues to rise, accelerated by the Covid-19 pandemic. Despite the importance of the government analytics workforce in driving academic-based data sharing and linkage platforms, little is known about how public sector managers assess capacity in health analytics. This case study describes findings from consultations among middle managers of analytics services in a Canadian provincial health ministry. MethodsData collection involved a mixed-questions survey to gauge the functional perspective of managers on organisational and human resource analytics capacity within the New Brunswick Department of Health. The repeated cross-sectional survey was implemented in two rounds, with a baseline collected before the Covid-19 global outbreak (in 2016) and a follow-up after the pandemic emergency response (in 2022). ResultsThe post-pandemic period was associated with perceptions of a growing role for public service personnel in handling analytics. Recruitment and retention of skilled analytics professionals emerged as the top priority for capacity building, including needs-based planning, competitive compensation packages to address skills shortages, professional development and promotion opportunities, and tracking key performance indicators for employee satisfaction. ConclusionsGovernment health analytics professionals play a critical role in advancing administrative data use and re-use. Enhanced knowledge sharing is needed on best practices in supply--demand monitoring for analytics professionals and planning for human resources surge capacity in the public service, lest significant innovation potential for health system improvement be left untapped.

Digital Divide or Digital Bridge? Evaluating the Impact of ICT Integration in South Africa’s Rural Schools

The advent of the knowledge economy necessitates the development of specific skills pertinent to 21st-century citizens, such as global competitiveness and the proficient use of information and communication technologies (ICTs) for personal and economic advancement. In response, nations worldwide, both developed and developing, are reforming educational curricula and promoting the integration of ICTs in teaching and learning. South Africa is no exception and through policy initiatives aimed to enhance educational opportunities by equipping all schools with laptops and tablets by 2013. Rural schools were to be given particular attention through the development of eLearning. This study explores the alignment between eLearning policy directives and their implementation in rural schools. The research engaged five school principals and one district official, employing semi-structured interviews and document analysis as data collection methods. The findings reveal that teachers lack training to effectively integrate ICTs into educational practices. Despite a revised implementation strategy from 2013 to 2025, progress remains minimal and disproportionately favours smart schools within the province rather than a universal application. The study advocates for the KwaZulu-Natal education department to prioritise comprehensive ICT integration training for teachers across all educational phases. Furthermore, it recommends an expansive distribution of devices in form of tablets and laptops to include primary schools and calls for a national curriculum overhaul to meet the needs of the 21st-century learner. Teachers are also encouraged to proactively seek professional development opportunities independently of departmental offerings.

Localisation of content and language integrated learning in China: tensions in teacher professional development

ABSTRACT Unlocking the potential of Content and Language Integrated Learning (CLIL) in China’s higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China’s unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs.

Green Intellectual Capital: A Multidimensional Approach to Sustainable Performance Waste Recycling Management in Algeria

This research investigated the relationship between the green intellectual capital (GIC) and the sustainable performance in Algeria’s waste recycling management sector. Acknowledging the importance of Global Information Communication (GIC) in achieving organizational success, this research investigates how it is utilized and its effects. Using structural equation modeling (SEM) with the PLS-V3 software, the study examines information gathered from 400 entrepreneurs who oversee waste recycling businesses in Algeria. The study focused on three primary components of GIC: green relational capital, green structural capital, and green human capital. The hypotheses were formulated to assess the influence of each component on sustainable performance. The results supported all four proposed hypotheses, showing a positive link between the Green Intellectual Capital (GIC) and the sustainable performance. Specifically, the combined effects of relational, structural, and human capital enhanced sustainability outcomes. The research showed the significance of the waste recycling industry implementing strategies that make the most of Green Intangible Capital (GIC) elements. This includes connecting with stakeholders who prioritize environmental preservation, sharing knowledge, and working together. Green structural capital refers to the systems and processes that support eco-friendly practices, like environmental management systems and sustainable supply chain management. Green human capital focuses on employees' skills and knowledge in sustainability, highlighting the importance of training and opportunities for professional development. This study adds value to existing knowledge by clarifying how GIC plays a role in fostering a future. It offers insights for waste recycling firms, policymakers, and other interested parties in Algeria and beyond. By emphasising the significance of GIC in achieving performance, this research provides practical implications for crafting strategies and policies that leverage green intellectual assets for economic and environmental advantages. The study underscored organisations’ need to invest in nurturing their GIC to promote sustainable business practices and attain enduring success.

Cultivating Action Research Culture among Teachers

This study determines the intricate relationship between action research culture and its effect on the professional development among teachers in Opol District, Division of Misamis Oriental. Five significant goals were addressed in this study by profiling respondents’ characteristics, defining the research culture among teachers in terms of funding, infrastructure, interest, research capability, and research collaboration, evaluating the teachers' professional development based on curriculum, general pedagogical knowledge, field of knowledge, pedagogy, and teaching methodologies, examining the significant relationship between teachers' research culture and their professional development, evaluating the significant relationship between the research culture, professional development, and respondents’ characteristics. This study used a survey questionnaire on all public elementary and secondary school teachers during the School Year 2023–2024. The participants were 200 teachers: 117 were elementary, and 83 were junior and senior high school teachers. Slovin's Formula was used to get the sample size. Data were analyzed using statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. Significantly, relationships exist between research culture and professional development. It was manifested that the respondents’ years of teaching and highest educational attainment showed a significant relationship between their level of research culture and professional development. Ultimately, despite the teachers being competent in cultivating research culture and also referred to as experts in professional development, it is recommended that Values Education as one of the areas of specialization be improved, funding for research resources be allocated, opportunities for ongoing professional development be offered, reskill and upskill teachers in line with current curriculum updates and a research culture be fostered utilizing mentorship and workshops.

Seasoned Teachers' Views on Classroom Observations as a Catalyst for Professional Growth

This qualitative study investigated seasoned teachers' views and experiences of classroom observations in Santa District, Schools Division of Ilocos Sur. Employing a phenomenological research design, the study aimed to understand how these teachers viewed and experienced classroom observations as part of their professional practice. Five key informants with 15 to 33 years of teaching experience participated through purposive sampling. Data wer gathered through in-depth interviews and classroom observations, focusing on teachers' emotions, views, and responses. Cool and warm analysis was employed to identify recurring themes, providing insights into the complexities of classroom observation practices among seasoned teachers. The study identified five significant themes: professional development and improvement opportunities, a shift from evaluation to growth mentality, reflection and emotional responses with coping mechanisms, long-term impact on student performance, and advocacy for authentic assessment. The findings revealed that instructors saw observations as critical to their professional development, moving from early anxiety to embracing them as chances for reflection and improvement. They established effective coping mechanisms to deal with observation-related stress and used feedback to improve their instructional approaches, which boosted student engagement and academic outcomes. The study emphasized the transformative change from perceiving classroom observations as evaluations to viewing them as learning opportunities. It also advocated for real assessment procedures that were consistent with instructional strategies. However, limitations such as sample specificity and inherent biases warrant caution when generalizing the findings. Future research should look at these patterns in different educational situations to have a better understanding of classroom observation methods.

Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Professionalisation and Autonomy of the Occupational Therapist Profession in Poland

Abstract Occupational therapy has been practised for several decades across various medical entities. However, it was only since 2012 that opportunities for professional development in this area began to be created. It can be considered that with the establishment of higher education training in occupational therapy, the perception of this profession has changed and is becoming increasingly important among professionals and the Polish society. Various measures are being taken to regulate the profession (including a law on certain health professions currently under procedure in the Sejm), but the topic of professionalisation and autonomy is still not sufficiently explored and addressed in Polish literature. The aim of this article is to present occupational therapists’ opinions on the professionalisation and autonomy of their profession. A questionnaire was used to survey 188 middle-aged people (35.18±9.72 years). The results show a need to regulate the occupational therapist profession, to guarantee assistance for therapists in improving their qualifications and to increase their remuneration. According to a significant number of respondents, therapists are undervalued and treated unequally in their work environment. The prestige of the occupational therapist profession was rated at a low level. The main conclusion of the study indicates that in the process of professionalisation and autonomy of the profession in Poland, more attention should be paid to the promotion of the contemporary model of occupational therapy in order to increase its recognition and raise awareness of the essence and importance of the role of an occupational therapist in both the medical (therapeutic team) and social environment.

Addressing High Nursing Turnover: Analysis of Theoretical Concepts and Case Study

The article contains a systematic review of the scientific literature on the nurse turnover problem. It is analysed from two perspectives. Firstly, the topic of employees is discussed (increased workload, inconsistency of salary with the amount of work performed, standards for the number of patients assigned to one nurse, job dissatisfaction, limited opportunities for career growth and professional development, professional burnout, unregulated rest time between shifts, etc.). Secondly, medical institution is described (shortage of medical staff leads to a decrease in patient satisfaction, loss of care quality, increased waiting time for services, review of safety and patient care protocols, reduction in the number of patients who can receive medical care or consultation, which causes a decrease in hospital revenue, hinders organisational growth, raises the cost of additional recruitment, leads to medical errors that turn into lawsuits in future, etc.). In addition to personal and financial reasons, the medical staff turnover is often caused by purely organisational imbalances (in particular, the lack of a teamwork atmosphere in the hospital, an ineffective leadership model, an imperfect and stressful working environment, poor working conditions, poor relations between doctors and nurses, etc.). The article represents mechanisms for applying provisions of a number of theories and models to address the nurse turnover problem. Among examples, there are leadership models – the contingency theory (concepts of adaptation, equivalence, effectiveness and congruence), the organisational culture theory like Hofstede’s corporate culture theory (concepts of power distance, uncertainty avoidance, male / female values, collectivism / individualism, long-term / short-term orientation, indulgence / restraint), the change management theory like the Plan-Do-Study-Act cycle theory. Tenet Healthcare, Inc. was selected as a case study. One of the well-known and largest healthcare organisations in the United States, it has been experiencing significant problems with the nurse turnover since 2006, which is currently over 50% and higher than the industry average. Given the size of this organisation and its leading position in the US healthcare market, this problem poses a significant threat to the market as a whole, and Tenet Healthcare, Inc. is in immediate need of a comprehensive plan to address it.

Zoo-based Teacher Professional Development: Facilitating Learning through a Conservation Lens

ABSTRACT Museum-based settings such as zoos provide a unique opportunity to engage educators in professional development opportunities. For instance, zoo settings can provide professional development opportunities focused on facilitating learning through a lens of conservation action to promote sustained action by teachers and their students. In this paper, we present an overview of a new zoo-based teacher professional development program designed to develop educators’ connections with wildlife and experiences with conservation actions. The program specifically aligns to the CARE framework for conservation education that addresses limitations of prior models for moving individuals from caring about wildlife to taking action to protect wildlife. We present results from two implementations of this professional development program with 21 teachers. The implications of these findings are discussed with reference to the value of action-based frameworks for guiding zoo-based teacher professional development and empowering educators to facilitate learning through a conservation lens to promote conservation action.

TRACING THE TRAJECTORY: A COMPREHENSIVE STUDY OF HISTORY EDUCATION TEACHER TRAINEES' CAREER PATHS

This study investigates the career trajectories of history education teacher trainees, aiming to understand their professional paths and factors influencing their choices. The study objectives aim to analyze the factors shaping the careers and paths of history education trainees. Researcher employed the synthesis research method to integrate findings from various studies to generate new insights and perspectives on the career paths of history education teacher trainees. Findings highlight the significance of mentorship, professional development opportunities, and the role of teaching philosophies in shaping the career trajectories of history education teacher trainees. The study underscores the need for tailored support mechanisms to facilitate successful transitions into the teaching profession and promote long-term retention among educators.

Dynamic Retention Strategies for Mitigating Health Workers Brain Drain

The departure of skilled health workers from Sub-Saharan Africa, Asia, and the Pacific poses a significant challenge for the global health workforce, exacerbating healthcare accessibility issues, labour shortages, and vulnerabilities within healthcare systems worldwide. This study aims to identify brain drain drivers and propose dynamic retention strategies tailored to the unique circumstances of each region, relying solely on secondary data. Drawing upon the Push-Pull and Social Exchange Theory frameworks, the study reviews existing literature, and it was revealed that there is an interplay of push factors, such as low pay, limited professional development opportunities, and challenging working conditions, alongside pull factors, including better income prospects and career advancement opportunities. This study advocates for dynamic retention strategies like enhancing employee engagement, implementing flexible work arrangements, promoting work-life balance, offering competitive compensation, facilitating professional development, and fostering supportive work environments tailored to each region's circumstances were imperative to mitigate the health workers brain drain syndrome. It also suggests the importance of strategic, context-specific interventions in mitigating brain drain and ensuring sustainable healthcare delivery worldwide and ongoing research and evaluation to assess their effectiveness. This can be achieved through collaborative efforts of stakeholders towards safeguarding the global health workforce and promoting equitable access to healthcare services for all. Received: 10 February 2024 / Accepted: 25 June 2024 / Published: 02 July 2024

Being with uncertainty: A reflective account of a personal relationship with an asylum seeker/refugee

Background:Violent political instability in countries such as Syria has seen the worldwide number of forcibly displaced people rise to levels not seen since World War 2, with over 150,000 asylum seekers and refugees hosted in the UK alone (UNHCR, 2015). Despite this figure, many UK residents have only a limited understanding of the experience of seeking asylum.Content & Focus:This article features a reflective account of the author’s experience of being in a relationship with an asylum seeker/refugee in the UK. It begins with the author’s reflections on the harsh asylum process and encourages those of us with a right to remain in the UK to consider how we would cope in such circumstances. Opportunities for personal and professional development that have arisen from the relationship are outlined, with particular emphasis on the experience of uncertainty and powerlessness. Finally, indignation at the inequalities faced by asylum seekers and refugees is presented as a catalyst for the development of a social justice agenda both within and beyond the therapy room.Conclusion:Being in a romantic relationship with an asylum seeker/refugee offers a unique vantage point to learn about the asylum process in depth. Furthermore, even such overtly challenging experiences can be transformed into opportunities for personal and professional growth, including the development of a social justice agenda in our counselling psychology practice.

The Status and Inspiration of General School Teachers’ Inclusive Education Literacy from an International Comparative Perspective

Teachers in general schools with inclusive education literacy are one of the conditions for children with special needs to receive high-quality general education, as well as an essential guarantee for providing an excellent education to the people and building a solid education country. This paper uses data from the Teaching and Learning International Survey (TALIS 2018), use the hierarchical cluster method to investigate the characteristics of teachers’ preparedness status for inclusive literacy in general schools from an international comparative perspective. The findings revealed that the inclusive literacy preparedness of general school teachers worldwide can be classified into three types: younger-highly inclusive literacy teachers, advanced age-medium inclusive literacy teachers, and highly educated-low inclusive literacy teachers. Younger-highly inclusive literacy teachers are characterized by rejuvenation, a high degree of undergraduate education, an emphasis on pre-service education, and an oversupply of professional development activities. Advanced age-medium inclusive literacy teachers are characterized by aging, incomplete pre-service education training, and the most urgent need for teachers’ professional development in information technology. Highly educated-low inclusive literacy teachers are distinguished by highly educated, low levels of pre-service education, and an abundance of professional development opportunities for teachers. School administrators are advised to prioritize ongoing professional development activities for teachers to speed teacher education integration and increase teacher and educational quality.

Sickness Presenteeism Correlates to Teaching-Learning Activities: Implication Focus on Public Secondary Schools in Busia District, Uganda

To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teachers’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security.

Extolling The Role of Sociology of Education in Empowering Individuals with Disabilities in Nigeria

The paper examined the extolling the role of sociology of education in empowering individuals with disabilities in Nigeria. The paper discussed the concept of disabilities, education, sociology, and sociology of education. The paper also discussed the Contributions of Sociology of Education to People with Disabilities in Nigeria which included; critical analysis of educational systems, understanding social dynamics, advocacy and policy development, examining intersectionality, empowering marginalized voices, critical analysis of social structures, advocacy for inclusive policies, understanding intersectionality among others. The paper concluded that sociology of education stands as a beacon of empowerment for individuals with disabilities in Nigeria. sociology of education paves the way for the empowerment of individuals with disabilities, nurturing a society where every member has the opportunity to thrive and contribute meaningfully. Sociology of education serves as a powerful force for empowerment among individuals with disabilities in Nigeria. The paper recommended among others that; government, non-governmental organization and education philanthropists to provide training and professional development opportunities for educators on inclusive teaching strategies, government should empower individual with disabilities themselves by providing them with opportunities for leadership, advocacy and skill development, teachers and care givers of the people with disability should treat and give them adequate care, love and attention, only specialized teachers with at least a minimum of first degree in special education should be allowed to teach and handle people with disability.

ESTABLISHING CAREER COMMITMENT VIA JOB AUTONOMY: EXPLORING GENERAL & SPECIAL EDUCATION TEACHERS’ PERSPECTIVE

The job autonomy and career commitment are essential but latent factors of teachers’ personality in education and special education. This study aimed to seek job autonomy for establishing career commitment among general and special education teachers. A correlational design was used for data collection from teachers of special education (N = 60) and general education (N = 60). A convenient sampling technique was used in this study. Two self-developed structured questionnaires were used as instruments of the study. The expert opinion (N=02) validated the instrument validity, and reliability coefficients were .816 and .873. The data analysis was done over SPSS version – 23 with descriptive and inferential statistics. The study's findings depicted that most respondents were having freedom to decide what to do each day. The degree of career commitment and autonomy shared by teachers is not significantly different. Thus, study offered valuable data in reaching desired conclusion. Study recommends that professional development opportunities must be provided by special education and school education departments of Punjab to maintain level of job autonomy to develop career commitment among teachers.