Professional Development Program Research Articles

Effects of an Early Childhood Education and Care Prevention Program on Infant-Toddler Teacher Attributes: First Results of a Randomized Controlled Trial

ABSTRACT Research Findings: After structural and process features of Early Childhood Education and Care (ECEC) quality were comprehensively studied in the past, recent research also included childcare teachers’ personal resources, knowledge, attitudes, and beliefs that may affect teacher-child interactions. The present randomized controlled trial aimed to investigate the effects of a universal preventive intervention program developed to promote attachment security and social-emotional development in ECEC settings. To examine the intervention effects at the teacher level, 125 German infant and toddler childcare teachers (age M = 34.0, 98 % female) reported their self-efficacy beliefs and job-related stress before, during, and after the implementation of the program. Multilevel models indicated that after completion of the program, teachers in the intervention group reported higher self-efficacy than did those in the waiting-control group (controlling for baseline scores). No significant effects on job-related stress were detected. Practice or Policy: Participating in a professional development program may impact infant-toddler teachers’ professional self-efficacy beliefs and, thus, contribute to promoting positive and sensitive teacher-child interactions. However, to reduce teachers’ job-related stress, programs with a clearer focus on mental well-being may be indicated in addition to policy actions to improve structural working conditions in the ECEC context.

A qualitative study on rehabilitation services at rural rehabilitation practice in Uttar Pradesh, India: Insights from rehabilitation professionals in low-resource contexts.

BackgroundDelivering rehabilitation services to meet the requirements of rural inhabitants necessitates more than simply augmenting the quantity of healthcare professionals.ObjectiveThis study delved into the perspectives of rehabilitation professionals regarding the provision of rehabilitation services in rural settings, the challenges encountered, perceived facilitators and barriers to implementation, and their recommendations for delivering effective rehabilitation care.MethodsWe conducted individual semi-structured interviews with a purposefully sampled multi-disciplinary rehabilitation team in the Lucknow district of Uttar Pradesh in this qualitative study. We used interpretive description to examine transcripts inductively through broad-level coding, and consolidated the results into interpretive categories.ResultsThe study involved thirty-two rehabilitation professionals and 27 interviews. We identified three themes: the state of rural rehabilitation, which fosters the social aspects of rehabilitation through either a multi-disciplinary or trans-disciplinary model due to limitations in coverage and capacity; challenges ranging from the lack of rehabilitation guidelines to manpower shortages, as well as policy and administrative issues and ethical dilemmas; and key procedures for effective rural practice, including establishing partnerships, organizing awareness programs for public representatives and physicians, and facilitating access to continuing professional development programs. Barriers and facilitators within themes were affected by the resources and support from local community leaders, as well as the availability or lack of good communication tools with patients, carers, and multidisciplinary team members.ConclusionTo meet the rehabilitation requirements of rural environments, tailored approaches are required, including modifications to education, practice, and policy to address human resource limitations and increased investment in rehabilitation.

Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy

AbstractClassroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid dialogue analysis. However, practical applications of AI models remain limited, often prioritising state‐of‐the‐art performance over educational impact. This study explores whether higher accuracy in AI models correlates with better educational outcomes. We evaluated the performance of two language models—BERT and Llama3—in dialogic analysis and assessed the impact of their performance differences on teachers' learning within a PD program. By fine‐tuning BERT and engineering prompts for Llama3, we found that BERT exhibited substantially higher accuracy in analysing dialogic moves. Sixty preservice teachers were randomly assigned to either the BERT or Llama3 group, both participating in a workshop on the academically productive talk (APT) framework. The BERT group utilized the fine‐tuned BERT model to facilitate their learning, while the Llama3 group employed the Llama3 model. Statistical analysis showed significant improvements in both groups' knowledge and motivation to learn the APT framework, with high levels of satisfaction reported. Notably, no significant differences were found between the two groups in posttest knowledge, motivation, and satisfaction. Interviews further elucidated how both models facilitated teachers' learning of the APT framework. This study validates the use of AI in teacher training and is among the first to investigate the relationship between AI accuracy and educational outcomes. Practitioner notesWhat is already known about this topic Given the significance of classroom dialogue, many teacher professional development programmes have been implemented focusing on dialogic pedagogy. To provide timely feedback to teachers, artificial intelligence (AI) techniques are increasingly utilised to investigate classroom dialogue. However, a small proportion of studies have investigated the impacts of AI models in practice, with a predominant focus on pursuing state‐of‐the‐art performance. It is unclear whether more accurate AI models necessarily lead to more positive educational outcomes. What this paper adds This study evaluated the performance of two AI‐powered language models, BERT and Llama3, in dialogic move analysis through fine‐tuning and prompt engineering. BERT exhibited significantly higher accuracy than Llama3. Through an experimental study, this paper revealed that teachers using either the more accurate BERT model or the less accurate Llama3 model showed substantial improvements in their knowledge and motivation to learn the APT framework and reported high levels of satisfaction. The performance difference between BERT and Llama3 did not cause significant differences in teachers' knowledge, learning motivation, and satisfaction during the learning of the APT framework. Implications for Practice and/or Policy Deep learning models and large language models can be integrated into professional development programs to effectively facilitate teachers' learning of dialogic pedagogy. AI models with moderate performance can also produce impressive outcomes and provide a satisfactory experience. In some scenarios, the manner in which teachers collaborate with AI may be more pivotal than the AI's accuracy.

Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course.

Practitioners of the mentor mindset in academic settings maintain high standards while providing strong support in and outside the classroom. They encourage the growth mindset by being motivating and transparent, reducing stress, and providing feedback that can help intellectual growth. The mentor mindset is the foundation of the professional development program for undergraduate and graduate student teaching assistants in the largest introductory biology course at Cornell University (Investigative Biology). The professional development program helps these teaching assistants gain pedagogical skills that they can immediately apply in the inquiry-based laboratory course. They provide feedback to each other and help with course improvement. Due to this professional development program, they are equipped with pedagogical and mentoring skills that allow them to do more than just teach the course material. The collaboration among the different groups (undergraduate teaching assistants, graduate teaching assistants, course instructors, and students) mutually benefits everyone. While each group has different reasons for being part of this learning community, they support each other in reaching their goals with the shared mission of developing a high-quality and supportive learning environment. Professional development for undergraduate and graduate teaching assistants must keep their incentives, motivations, and goals in mind and help them collaborate. This article discusses the development of this program over the past two decades and shares the resources to help instructors build similar programs using the mentor mindset.

A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices

This systematic review examines the influence of teacher professional development (TPD) programs on teachers’ attitudes toward digital instructional integration (DII). By analyzing 23 peer-reviewed studies published between 2020 and 2024, this study explores the key components of effective TPD programs and their impact on digital instructional practices. The review follows the PRISMA framework, detailing a structured selection process, including database searches, inclusion and exclusion criteria, and a rigorous qualitative synthesis of findings. Results indicate that effective TPD programs share key characteristics, including collaborative learning environments, hands-on digital training, ongoing mentorship, and institutional support. These elements foster positive shifts in teachers’ attitudes, confidence, and competencies regarding DII. The study highlights the need for sustained and context-specific professional development initiatives beyond one-time training sessions to ensure meaningful and long-term integration of digital tools in education. This review contributes to the field by providing evidence-based insights into designing and implementing impactful TPD programs. Its findings inform policymakers, educators, and professional development providers on structuring TPD to maximize digital instructional integration. Future research should explore the longitudinal impacts of TPD on teaching efficacy and student outcomes in technology-enhanced learning environments.

Effectiveness of Professional Development Programs in Indonesia: A Survey of Educators’ Perspectives on Training and Support

This study examines the effectiveness of professional development (PD) programs in Indonesia from educators’ perspectives, focusing on training quality, content relevance, implementation, and follow-up support. Using a descriptive quantitative research design, data were collected from 47 teachers across eight junior and senior high schools in Sorong City through a structured questionnaire. The results indicate that PD programs are highly beneficial in enhancing teachers’ knowledge, introducing innovative teaching strategies, and improving student learning outcomes. Key factors influencing effectiveness include engaging and interactive training formats, knowledgeable facilitators, and collaborative opportunities among educators. Teachers also reported increased confidence in their teaching abilities and observed positive changes in student engagement. However, challenges such as scheduling constraints by limiting time for deep learning, causing cognitive overload, and reducing opportunities for follow-up and reflection. Also, the need for sustained institutional support were noted. The study concludes that PD programs significantly contribute to teacher effectiveness and professional growth. To optimize their impact, continuous mentorship, flexible program structures, and alignment with real classroom challenges should be prioritized.

Evaluating the Work Efficiency and Job Satisfaction of the Non-Regular Employees in Dole Region 1: Towards an Effective Professional Development Program

This study investigated the work efficiency and job satisfaction of non-regular employees in the Department of Labor and Employment (DOLE) Region 1, Philippines. It aimed to assess their work efficiency, overall job satisfaction, and the challenges affecting their motivation and career growth. Non-regular employees play a crucial role in government agencies, yet they often experience disparities in benefits and opportunities compared to regular employees. Using a mixed-method approach through the concurrent triangulation design, data were collected through surveys and interviews with non-regular employees. The study analyzed their work efficiency, levels of job satisfaction, and the factors influencing their motivation. Results revealed that these employees, primarily young, female, and single, demonstrate high efficiency and satisfaction in their roles. Their strong performance is attributed to their dedication and adaptability in carrying out their responsibilities. However, despite their positive work attitudes, they face significant challenges that may hinder long-term job satisfaction. One of the main concerns highlighted in the study is the limited access to professional development opportunities. To address these challenges, the study recommends that DOLE Region 1 adopt a comprehensive policy framework aimed at enhancing the work experience of non-regular employees. This framework should encompass key strategies such as ensuring equal access to training opportunities, providing financial support for career development, and establishing a structured rewards and recognition system. By addressing these critical areas, DOLE Region 1 can significantly improve job satisfaction and enhance overall organizational effectiveness.

Impact of Teacher Professional Development on Assessment Practices in Pre-Tertiary Institutions in the Northern Region of Ghana

Assessment is an important tool in education which is used to measure student learning, provide feedback, and inform instructional decisions. However, many teachers, especially in developing countries, lack the requisite skills to design and implement effective assessments. This study, guided by Guskey’s Model of Teacher Change, investigates the impact of teacher professional development (PD) on assessment knowledge, effective use of assessment strategies, and confidence in conducting assessments among pre-tertiary school teachers in the Northern Region of Ghana. A quantitative research design was employed, surveying 335 teachers using a structured questionnaire. Independent samples t-tests revealed that teachers who participated in PD demonstrated higher assessment knowledge (M = 4.12 vs. 3.45, p = 0.000) and greater confidence in conducting assessments (M = 4.25 vs. 3.62, p = 0.000) than their non-participating counterparts. A Pearson correlation analysis (r = 0.524, p = 0.000) indicated a moderate positive relationship between PD and effective assessment use. Regression analysis showed that PD significantly predicted assessment knowledge (β = 0.412, p = 0.000, R² = 0.170), effective assessment use (β = 0.524, p < 0.001, R² = 0.274), and confidence (β = 0.398, p = 0.000, R² = 0.159). The study concluded that teachers who participated in continuing professional development acquired more knowledge and skills in using assessment strategies effectively. It thus recommended the structuring of PD programmes and the integration of assessment literacy in teacher training so as to enhance institutional support for teachers’ assessment practices. These interventions are essential for improving educational quality and student learning outcomes.

Domain-Specific Analysis Of Emotional Intelligence Quotient Among Medical Professionals: A Cross-Sectional Study From Perambalur, Tamil Nadu

Background and Objective: Emotional intelligence represents a critical competency for healthcare professionals, potentially superseding traditional intelligence metrics in determining clinical efficacy. While emotional intelligence has been extensively studied in various professional contexts, limited research has examined its domain-specific distribution among medical practitioners in South India. This study aimed to estimate the emotional intelligence quotient among medical professionals in Perambalur, Tamil Nadu, with specific attention to emotional sensitivity, emotional maturity, and emotional competency domains. Methodology: A cross-sectional study was conducted among 125 medical professionals in Perambalur district, Tamil Nadu, during July-August 2018. Participants were recruited through convenience sampling. Data were collected using a validated 22-item questionnaire (Emotional Quotient Test by Singh D and Chadha NK) measuring three domains: emotional sensitivity (score range: 25-100), emotional maturity (35-140), and emotional competency (50-200). Sociodemographic information was recorded. Data were analysed using descriptive statistics and chi-square tests to examine associations between emotional intelligence domains and demographic variables. Results: The study population comprised 58 males (46.4%) and 67 females (53.6%), with the predominant age group being 26-30 years representing 56 participants (44.8%). Domain-specific analysis revealed significant heterogeneity in emotional intelligence distribution (χ²=197.63, p<0.001). Emotional competency demonstrated the highest scores, with 112 participants achieving "Extremely High EQ" (89.6%), while emotional maturity showed concerning deficits with only 5 participants in the "Extremely High EQ" category (4.0%) and 42 participants classified as "Low EQ" (33.6%). Age-stratified analysis revealed a significant association between age and emotional competency (χ²=9.07, p=0.028), with progressive improvement across age cohorts culminating in 100% "Extremely High EQ" classification in the 31-35 and 36-40 year groups. No significant gender differences were observed across any emotional intelligence domain. Conclusion: Medical professionals demonstrated substantial domain-specific variation in emotional intelligence profiles, with pronounced strength in emotional competency and concerning deficits in emotional maturity. The significant association between age and emotional competency suggests experiential enhancement of this domain through clinical practice. These findings highlight the need for targeted educational interventions focused on emotional maturity development throughout medical training and professional development programs.

The Complex Context of STEM Teaching for Female, Ethnically Diverse Preschool Teachers in Hong Kong: A Concerns-Based Adoption Model

Purpose Framed by the Concerns-Based Adoption Model, this study investigates female, ethnically diverse preschool teachers’ concerns regarding Science, Technology, Engineering, and Mathematics (STEM) teaching within their participation in a STEM-themed professional learning program and their adoption of STEM content and resources therein. Design/Approach/Methods An exploratory multiple-case study was conducted with five female, ethnically diverse preschool teachers in Hong Kong. Data were primarily collected through online semi-structured interviews, supplemented by pre- and post-surveys, reflection worksheets, and written peer feedback. Thematic analysis was utilized for data analysis. Findings Our study revealed five major concerns regarding STEM teaching among female, ethnically diverse preschool teachers, including (1) no confidence in STEM teaching affected by gender bias and minority stereotype, (2) traditional teaching philosophies influenced by Chinese Confucian culture, (3) lack of culturally and contextually appropriate pedagogical strategies and resources, (4) a constrained curriculum structure and limited time and space for STEM activities, and (5) the negative impact of accountability. These concerns were intertwined and created a complex net that affected teachers’ STEM teaching practices. Originality/Value The study emphasizes the importance of considering sociocultural and organizational contexts and the interplay among various concerns of teachers when developing STEM professional development programs for female, ethnically diverse preschool teachers.

Exploring the Role of Educational Leaders in Fostering Inclusive Schools for Students with Disabilities in China

This study examines the critical role of educational leaders in fostering inclusive education for students with disabilities in China, focusing on their practices, challenges, and impact on policy implementation. Using a quantitative research design, the study surveyed 450 educational leaders, including principals, administrators, and special education coordinators, across urban and rural regions. Findings reveal significant correlations between effective leadership practices—such as policy advocacy, resource allocation, and teacher training—and improved inclusive education outcomes (p < 0.01). However, persistent barriers, including exam-oriented pressures (M = 4.2/5) and regional disparities in resource availability, hinder equitable implementation. Urban schools demonstrated higher inclusion rates (89.2% enrollment) compared to rural areas (58.7%), highlighting systemic inequities. Regression analysis confirmed that leadership commitment (β = 0.38, *p* < 0.001) and teacher training (β = 0.41, *p* < 0.001) were the strongest predictors of successful inclusion. The study provides empirical evidence for policymakers to address gaps in leadership training and resource distribution, particularly in underserved regions. Recommendations include localized professional development programs and policy reforms to align inclusive practices with China’s educational goals.

Unveiling the Experiences of School Heads and Teachers on Instructional Leadership Empowerment

UNVEILING THE EXPERIENCES OF SCHOOL HEADS AND TEACHERS ON INSTRUCTIONAL LEADERSHIP EMPOWERMENT Author: EMMA L. GABION / Co-Author: Dr. Danilo E. Despi ANNUNCIATION COLLEGE OF BACON SORSOGON UNIT INC., Magsaysay Avenue, Sorsogon City Doctor of Philosophy (PhD) Major in Educational Development 2024 Keywords: Instructional Leadership, Empowering Leadership, Teachers’ Competence and Effectiveness, Culture of Trust and Collaboration, Instructional Leadership Framework, Sustained Improvement Summary This research explored the experiences of school heads engaged in instructional leadership and teachers' perspectives on these practices in Gubat South District, Sorsogon Province. It aimed to identify strategies used by school heads, best practices for empowering leadership, methods to foster trust and collaboration, teachers’ views on leadership’s impact on their competence, and a framework to enhance instructional leadership. The findings revealed that school heads employed various strategies to promote instructional leadership, such as providing resources, professional development, and fostering a positive school culture. They also implemented best practices like demonstrating instructional techniques, encouraging teacher ownership, and recognizing achievements. Creating a culture of trust and collaboration is achieved through fairness, transparency, and active listening. Teachers value school heads who are flexible, supportive, and respectful, which enhances their competence and effectiveness. The study proposed an instructional leadership framework focusing on continuous professional development, reflective practice, and a supportive environment. This framework emphasizes active listening, responsiveness to feedback, and providing resources aligned with educational trends. The conclusions highlighted that school heads in Gubat South District create a supportive environment that promotes professional development, collaboration, and innovation. They effectively foster empowering leadership and establish trust through fairness and consistency. Teachers appreciate flexible and supportive leadership, which improves their competence. The study recommended continuous professional development programs, comprehensive leadership training, and school-based activities to foster trust and collaboration. A holistic instructional leadership framework is proposed for sustained improvement and excellence in education.

Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research

Teaching out-of-field subjects presents a unique blend of challenges and opportunities for science teachers, significantly shaping their professional experiences and practices. Each teacher’s journey is marked by an interplay of joys, struggles, and adaptive strategies. This study explored the lived experiences of science teachers teaching out-of-field subjects, focusing on their joys, satisfaction, fulfillment, challenges, adaptive strategies, and aspirations. Conducted among science teachers in public secondary schools in the Division of Sultan Kudarat, the research utilized a transcendental phenomenological design to capture the essence of their experiences. Data were systematically collected through validated interview guides, consent forms, and transcription protocols. Thematic analysis revealed 17 relevant themes. Five core themes encapsulated the teachers’ experiences: The Trials of Teaching Beyond Your Field, Preparation is the Heart of Adaptation, The Power of Supportive Communities, Growth Beyond Boundaries, and Bridging Theory and Practice. Teachers’ joys and fulfillment were reflected in themes such as The Joy of Student Success, Turning Challenges into Triumphs, and Growth Through Connection. Challenges were highlighted through themes like Mastering the Material and Lesson Prep Struggles, Resource Hurdles and Instructional Innovation, Classroom Harmony and Student Interaction, and Teaching Evolution and Skill Enhancement. Adaptive strategies revolved around Dynamic Teaching Practices and Collaborative Growth, while future aspirations emphasized Building Future Careers, Embracing Teaching Challenges, and Commitment to Lifelong Learning and Teamwork. This study provides a comprehensive understanding of science teachers’ experiences in teaching out-of-field subjects, unveiling their trials and triumphs. The findings informed the creation of a professional development program designed to equip teachers with strategies, tools, and support to enhance their resilience and effectiveness in out-of-field teaching.

“Are you being served?” Evaluating the impact of training on police officers’ service orientation

Purpose This study aims to examine whether and how a training program affects police officers’ perceptions of policing as a service-oriented profession. Given the increasing emphasis on service-oriented policing in recent reforms, understanding the impact of training on officers’ perceptions is crucial for effective public service delivery. Design/methodology/approach Two interrelated studies (n = 101) were conducted to assess the impact of a training program on officers’ service orientation perceptions. This study uses a McNemar’s test, logit and ordered logit models, analyzing participants’ self-reported changes in service orientation and communication skills following program completion. Findings The results indicate that participation in the training program significantly improved officers’ perceptions of policing as a service-oriented profession. Furthermore, the perceived enhancement of communication skills positively influenced officers’ service orientation perceptions, suggesting that communication training plays a key role in shaping professional identity. Practical implications Public agencies should integrate service-oriented training programs to reinforce street-level bureaucrats’ perception of their roles as service providers. Training programs should emphasize communication skill development, as it significantly enhances service orientation. Policymakers should allocate resources to evidence-based training initiatives that improve public service delivery. Police agencies can benefit from adopting a structured, service-focused training model to align policing practices with public expectations. Continuous professional development programs should be implemented to sustain and reinforce service-oriented mindsets over time. Originality/value This study contributes to the growing body of evidence-based research on public worker training by demonstrating the effectiveness of targeted training programs in fostering a service-oriented mindset among officers. The findings provide practical insights for policymakers and public sector leaders seeking to enhance public service delivery through professional development initiatives.

Exploring the Impact of Digital Platforms on Teaching Practices: Insights into Competence Development and Openness to Active Methodologies

This research examines the impact of digital transformation on teaching practices and evaluates educators’ training requirements within the European Framework for the Digital Competence of Educators (DigCompEdu), focusing specifically on its implementation in the Canary Islands’ educational system. Through a quantitative study involving 546 teachers from primary and secondary institutions during the 2023/2024 academic year (confidence level: 95%, margin of error: 4.15%), we analyzed the relationship between digital competence development and educational innovation. Results indicate significant gaps in four key areas: digital content creation, innovative teaching methodologies, assessment strategies, and feedback mechanisms. The findings reveal a direct correlation between insufficient educational funding and limited professional development opportunities in digital competencies. This study identifies critical areas requiring immediate attention, including increased budgetary allocation for technological infrastructure, systematic professional development programs aligned with DigCompEdu standards, and the restructuring of current innovation approaches in educational institutions. This research contributes to the understanding of how educational systems can effectively adapt to digital transformation while highlighting the crucial role of both financial investment and structured training programs in fostering successful educational innovation, ultimately emphasizing that adapting education systems to digital realities is essential for ensuring future success in an increasingly digitalized educational landscape.

Teaching English in the Elementary Schools in the Continuing Normal: A Qualitative Inquiry

Teaching in the continuing normal presents unique challenges and opportunities for elementary English teachers, shaping their professional practices and personal experiences. This study explored the lived experiences of English teachers in public elementary schools in the East Tacurong cluster, focusing on their sources of joy and fulfillment, challenges, coping mechanisms, and strategies for effective language teaching. Using a qualitative design with thematic analysis, data were collected through face-to-face and online interviews, then transcribed and analyzed. Thematic analysis revealed a total of 17 relevant themes. The findings identified relevant themes that described the teachers’ experiences: Positive Attitude and Flexible Attitude Towards Work, Addressing Teaching and Learning Issues, Managing Classroom and Students, Adapting to Tolerable Issues and Challenges, Poor Student’s Academic Performance and Behavior, Adjusting to Teaching and Learning Resources and Environment, Providing Differentiated Strategies, Use of Technology in Teaching, Classroom and Students’ Condition, Establishing Open Communication, Maximizing Resources for Professional Use, Innovativeness and Time Management, Establishing Support Systems, Effectiveness in Integrating the English Language, Use of Pedagogical Strategies in Teaching English, Teaching Basic Concepts of the English Language, and Teaching English Language as both Challenging and Effective. This study provides a comprehensive understanding of elementary English teachers’ experiences in the continuing normal, shedding light on both the fulfillment and the difficulties they face. The findings offer valuable insights for the development of teacher support systems and professional development programs aimed at strengthening teachers’ resilience and effectiveness in navigating the complexities of teaching in the continuing normal.

Assessing the Efficacy of MATATAG Curriculum Training: A Pretest-Posttest Analysis of Educators’ Knowledge and Skills

Background and Aim: The MATATAG Curriculum from the Philippine Department of Education (DepEd) exists to develop teaching competency because the country faces new educational requirements. The research aims to establish MATATAG training effects through evidence-based findings to guide future training initiatives that need strengthening. Ultimately, the study offers essential outcomes that educational leaders and policymakers should apply to enhance their professional development programs. Methodology: A quasi-experimental research design, mainly using the one-group pretest-posttest approach, was utilized to determine the effectiveness of MATATAG training in the Pagadian City Division under DepEd Region IX. One hundred forty-seven (147) educators from the pool of Teachers, Master Teachers, Head Teachers, and School Principals joined the study. The training assessment delivered standardized tests at two points, measuring participant competence and understanding changes. Results: Paired samples t-tests, specifically the Wilcoxon rank test, revealed that the training successfully increased scores in the posttest assessment compared to pretest scores (M = 18.272 vs. M = 15.612, p < .001) with a large effect, as shown by the rank biserial correlation of 0.827. The statistical result shows that the improvement in educators’ performance after the training was significant in magnitude. Conclusion: Evidence derived from this investigation supports worldwide recommendations for competency-based professional development and confirms evidence-based approaches for teacher development reforms. The research findings support a scaled-up MATATAG training program by investing permanent funding and strengthening policies to support collaborative, well-governed professional enhancement. Professionally designed strategies should lead to sustained enhancement of educational quality, which will boost the transformative policy reforms conducted by the DepEd.

Literacy and multimodality for all. Swedish educational policy for reading and writing in the age of global assessments

ABSTRACT This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. The programme was developed during 2014–2019 against the backdrop of steadily declining results in the global literacy evaluations, Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). This study explores the Reading Lift, via content analysis, in relation to both the government’s instruction and the global assessment frameworks of PISA and PIRLS. Results show that the government’s instruction was only partially met. What was intended as a programme on reading and writing for teachers in L1 became, in the hands of the Swedish National Agency for Education, first and foremost a high lift for all teachers in literacy perspectives, and a lift in multimodality, primarily in line with the PISA educational framework.

Implementasi Pengembangan Sumber Daya Manusia dalam Upaya Meningkatkan Kinerja Tenaga Pendidik pada MA Almusdariyah 2 Cimahi

Education plays an important role in improving the quality of human resources (HR) to achieve effectiveness and efficiency in the learning process. Madrasah Aliyah Almusdariyah 2 Kota Cimahi, as an educational institution, is committed to enhancing the quality of its teaching staff through various human resource development programs. This study aims to examine the implementation of HR development programs in improving the performance of educators at MA Almusdariyah 2 Kota Cimahi. A descriptive qualitative approach was used in this research, with data collected through interviews, observations, and document studies. The findings indicate that HR development at MA Almusdariyah 2 is carried out through training provided by the Ministry of Religious Affairs, professional development programs, as well as external seminars and training. The implementation of these programs has had a positive impact on the performance of educators, particularly in improving technology-based teaching methods and increasing active participation in school activities.

Professional competitiveness roadmap for the food technology profession in the Philippines calendar year 2023-2028

Several higher education institutions in the Philippines offer food science and technology courses with the goal of producing a critical mass of graduates who can serve in the food industry. However, there is a growing concern about whether these institutions are generating graduates with adequate skills and knowledge necessary to meet the demands of society, particularly given the rapidly evolving food systems and environment. An act regulating the practice of Food Technology (FT) in the Philippines was signed into law in 2018 and the first licensure examination was conducted in 2023. Hence, it is essential to gauge the career advancement of Professional Food Technologists as Licensure Examination and Continuing Professional Development programs are implemented. This paper outlines the Professional Competitiveness Roadmap for the FT Profession in the Philippines. The proposed plan period is 2023-2028, aligned with the Medium-Term Philippine Development Plan (MTPDP) of the current administration. The MTPDP will provide the platform and mechanisms for the generation of resources that will support the implementation of the roadmap. This paper details the objectives, key results, actions to be undertaken, responsible entities and timelines, and the indicators to assess performance in the process of enhancing the competitiveness of FT professionals.