Professional Role Performance Research Articles

Changes in Journalism in Politicized Media Systems: A Study on Newspapers in Poland and Hungary

ABSTRACT This paper comparatively investigates variations in journalistic role performances in politicized media systems. Poland and Hungary are included in the quantitative content analysis as illustrative cases of Central and Eastern European countries featuring democratic erosion, political polarization, and media systems with a high level of political parallelism. Our study identifies whether the fall of liberal and deliberative democracy and increasing political pressure on the media have been accompanied by modifications in the manifestation of journalistic roles and, if so, what those changes have been. We employ Mellado’s (2015) concept of journalistic roles by focusing on democracy-related domains, namely journalistic voice and power relations, and four roles: interventionist, watchdog, loyal facilitator, and civic. We compare data from national newspapers from two periods, namely 2012 and 2020. Despite experiencing similar changes in political context, journalists in Poland and Hungary have differed in their performance of the watchdog and civic roles. However, they have been alike in relation to the steady rise of journalistic interventionism. Surprisingly, we found no evidence of the elevation of the loyal facilitator model in newspapers. This study indicates that systemic politicization and political pressure on the media go alongside with diminishing objectivity and detachment in professional role performance.

유아교육기관의 조직건강성이 교사의 역할수행에 미치는 영향에 관한 연구

The purpose of this study was to examine the relationships among the organizational health, role performance, teacher efficacy, and organizational commitment in early childhood education institutions, and verify the mediating effect of teacher efficacy and organizational commitment in the relationship between organizational health and role performance.
 Therefore, study hypothesis and a questionnaire were developed, and a questionnaire survey was conducted with early childhood teachers working at early childhood education institutions located in the metropolitan area. A total of 200 copies of data were collected and the collected data were statistically analyzed to verify the hypotheses.
 As a result of the study, first, the organizational structure, organizational climate, and leadership of organizational health have a positive (+) effect on teacher efficacy. Second, organizational climate and leadership have a positive (+) effect on organizational commitment, but organizational structure does not have a significant effect. Third, teacher efficacy has a positive (+) effect on organizational commitment. Finally, teacher efficacy and organizational commitment have a positive (+) effect on role performance.
 Therefore, this study is intended to examine the relationship between organizational health and role performance, which are external variables, and figure out what factors affect the role performance of teachers. This study analyzed that along with increases in the necessity of professional role performance in early childhood education, the desirable role performance of early childhood teachers is an important variable that affects the growth and development of young children, and is intended to provides basic data necessary for early childhood education.

Professional Role Performance in Journalism

Professional Role Performance in Journalism

“It’s both a strength and a drawback.” How therapists’ personal qualities are experienced in their professional work

ABSTRACT Objective: The aim of this study was to gain knowledge about how the integration of personal and professional experiences affects therapeutic work. Method: Therapists (N = 14) who had been recommended by their leaders at their individual workplaces were interviewed twice with semi-structured qualitative interviews, which were then subjected to thematic and Interpretative Phenomenological Analysis. Results: All the therapists in the sample described their personal qualities as an experienced tension between their personal strengths and vulnerabilities in the therapeutic setting. This tension came to expression through four subordinate themes: (a) The tension between perceiving oneself as a helper while dealing with one’s own needs for attention and care; (b) The tension between the ability for embodied listening to the patient while tuning into oneself; (c) The tension between staying present while handling aggression and rejection from clients; and (d) The tension in striving for a constructive balance between closeness and distance. Conclusion: The results point to ways in which the personal selves of the therapists may affect their professional role performance. Drawing upon previous research and literature on the topic, the paper discusses how therapists’ personal qualities are experienced as affecting their work and suggests several implications for psychotherapy training and practice.

Perceptions of critical and emergency department nurses regarding changes in their professional role.

Objective Preliminary investigation of the way Greek critical and emergency department nurses conceptualize changes in their professional role. Method A qualitative focus-group methodology was applied. Following purposeful sampling and informed consent of participants. Results Participated eight individuals. The need for enhancement of nurses' participation in decision-making in order for an actual change in their professional role to be achieved was the central theme of participants' narratives. Perceived advancements in professional role performance regarded: evidence-based practice; technology; education, knowledge; clinical skills; research; heightened nurse-physician collaboration. Perceived reasons why these advancements failed to enhance nurses' professional role were lack of meritocracy; competitive relationships; lack of support among nurses; insufficient managerial support; budget limitations. Conclusion Despite advancements in clinical practice, participants did not deem that their professional role was enhanced significantly, as participation in decision-making and control over practice remain limited. Interventions targeted to enhance nurses' participation in clinical decision-making, and overall professional autonomy are recommended.

Promoting Personal Growth through Experiential Learning: The Case of Expressive Arts Therapy for Lecturers in Thailand.

The aim of the paper is to assess academic experiential learning in relation to academic lectures' perceived personal and professional growth. Sixteen PhD students (age ranged between 23 and 46, 10 male, 6 females) participated in an introduction to expressive art therapy. Qualitative methods according to phenomenological methodology was used. At the beginning and end of the 48-h course they were asked to draw themselves, and explain the differences between the two drawings. In addition participants were semi-structured interviewed about the course and its personal and professional aspects at the end of the course. The main themes were the carousal of emotional experience, the use of art means for growth, and, professional growth. Findings revealed a perceived growth in terms of family relationships, inter—personal skills, and professional role performance.

Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk

Abstract The strengthening of professional identity (PI) of teachers of higher education institutions (HEI) is one of the ways to improve the quality of educational process. Performance of professional role(s) can be identified as the key component of PI. The contemporary university teacher performs many professional roles: she/he is a lecturer, researcher, supervisor of students’ research works, expert, and so on. Multi-role activity of a teacher is considered as a characteristic feature of the profession by the colleagues in Latvia, Russia and other countries. This research is based on the data obtained during the implementation of the Project ‘Professional Identity of Contemporary Pedagogue’ in 2014–2016 by the researchers from Riga (Latvia) and Smolensk (Russia). In the realization of the project, the six-component structural model of the content of HEI teacher’s PI was created and the survey was carried out using the questionnaire ‘HEI Teachers’ Professional Identity’ developed by the project participants. Overall, a total of 198 teachers were surveyed in Riga and Smolensk. The aim of this article was to analyze and compare the data obtained for the PI component ‘Professional Roles’ in the samples of HEI teachers of both the countries. The data were analysed using statistical methods. The results showed that teachers of both the countries perform their professional roles at a high level. Overall, the answers of teachers of the two countries were well agreed. However, some peculiarities in the data of Riga and Smolensk were observed, and some problems of PI of HEI teachers were identified, which require attention of executives of the education reform and teachers.

Introduction: The importance of codes of conduct for academia

AbstractThis chapter emphasizes the importance of codes of conduct to guide the professional role performance of presidents, academic deans, admissions officers, fund‐raising professionals, and faculty who teach undergraduate and graduate students.

Reconfiguring self/identity/status/role

Concepts such as self, identity, status and role are central to discourse analytical endeavours. However, these concepts are used interchangeably, and sometimes in a conflated manner (e.g., self-identity, role-identity), by scholars within and across different analytical domains with overlapping ontological and epistemological trajectories. Beginning with a broader theoretical discussion of self, status and identity from sociological and social psychological traditions, in this paper I focus on role and role performance in professional settings. Using Goffman’s work as a bridge I then offer an interactional perspective on role performance which is extended to the doctorpatient relationship in healthcare encounters. The illustrative data examples are taken from the primary care setting, drawing attention to the doctor’s competing roles, i.e., therapeutic and pedagogic, contained within the professional role-set in an ethos which is predominantly steered towards patient-centred healthcare delivery. My main argument is that an examination of professional role-performance at the interactional level is capable of offering interesting theoretical and empirical insights.

Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

AbstractMarking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of prevention, instruction and intervention services, and decision making in schools. Although RTI will continue to evolve, core characteristics of RTI that form the basis of state initiatives are well founded in intervention and instructional research and practice. These core characteristics (i.e., data‐based decision making, evidence‐based intervention, teaming, and problem solving) represent skills immediately needed by professionals‐in‐training. This article reports collaboration between school psychology and special education faculty in designing and implementing an integrative field experience in RTI. Training, student, and program outcomes are used summatively for accountability. © 2008 Wiley Periodicals, Inc.

Assessing faculty scholarly performance

AbstractMeasurement of research performance is multidimensional; no single type of measure is a panacea. The use of only one measure results in failure to assess the full range of professional role performance.

Teaching human relations in legal negotiation.

This paper describes the method and content of an experimental course aimed at teaching human relations in legal role performance. In both the lawyer-client relationship and the lawyer-lawyer relationship, human factors often play a determining role in the success or failure of the lawyer's task. For such teaching to be effective, the author believes it must involve the student experientially and must also be tied in with his expected professional role performance.