Professional Development Support Research Articles

Level of Satisfaction of Faculty Members: Its Relationship to Their Levels of Commitment, Professionalism and Performance

Faculty satisfaction plays a critical role in the overall success of educational institutions, impacting not only faculty retention but also their levels of commitment, professionalism, and performance. This study examines the relationship between faculty satisfaction and these key factors among the faculty members of the College of Information and Communications Technology (CICT) at the Nueva Ecija University of Science and Technology (NEUST). Using a quantitative research design, data was collected from 31 faculty members through surveys measuring satisfaction, commitment, professionalism, and performance. The results revealed that faculty members exhibit high levels of satisfaction, particularly in areas such as job security, compensation, and institutional support for professional development. Correlation analyses showed significant positive relationships between satisfaction and commitment (r=0.44), professionalism (r=0.73), and performance (r=0.68). These findings suggest that enhancing faculty satisfaction could lead to improved commitment, ethical behavior, and academic performance, thus contributing to the overall effectiveness of the institution. The study recommends implementing work-life balance initiatives, recognition programs, and continuous professional development to further boost faculty satisfaction and institutional success.

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Support for a Weight-Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools.

The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying. This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition education. Through qualitative interviews and document analysis, researchers explored support for a weight-inclusive curriculum and factors that influence high school nutrition curricular content and implementation. Findings indicate that partners hold both weight-inclusive and weight-normative values, guidance around nutrition curricular content is lacking, and state-level policy is crucial to the valuing and implementation of consistent curricula. Lack of guidance or mandated curricular content contributes to inequities across the state. Weight-inclusive curricular materials are needed. Administration must take an active role in providing access to professional development and state policy support for curricular implementation is essential. Weight-inclusive curriculum could serve to improve health outcomes for adolescents. However, successful implementation of, or changes to, health and nutrition curricula will require support and engagement from partners at all ecological levels.

Digital Echoes: Crafting Chinese EFL Teacher Identity in the Era of AI-Enhanced Instruction—A Qualitative Exploration

This study examines the impact of artificial intelligence (AI) integration on the professional identities of Chinese tertiary English as a Foreign Language (EFL) teachers. It explores how these educators perceive and adapt to the incorporation of AI tools into their teaching practices, focusing on both the opportunities and challenges encountered. Through qualitative analysis of semi-structured interviews with 16 tertiary EFL teachers, the study identifies key factors influencing their professional identities, including institutional support, professional development, peer influence, personal attitudes towards technology, and ethical considerations. The findings indicate that AI integration enhances personalized learning and reduces the burden of administrative tasks. However, it also challenges teachers to reshape their roles and manage both technological and ethical complexities effectively. The study highlights the necessity for ongoing professional development and robust institutional support to effectively integrate AI in educational settings, ensuring it enhances rather than undermines the teaching and learning process.

Redefining the impact of professional development in education with ProDES (Professional Development Evaluation Scale)

This study introduces the Professional Development Evaluation Scale (ProDES), a tool that has been developed to evaluate the impact of professional development as it relates to participants' Learning and Use of New Knowledge and Skills, Organisational Support, Student Learning Outcomes, and reactions. Grounded in Guskey’s (2000) framework for evaluating Professional Development, ProDES was developed with data from five study groups in Turkey and underwent refinement across four factors. Exploratory and Confirmatory Factor Analyses confirmed the scale's structure, accounting for 62.72% of the total variance, with robust fit indices. Within this, ProDES demonstrated high internal consistency and test-retest reliability, with significant correlations validating its effectiveness. The scale's high internal consistency and test-retest reliability ensure that it can be used to make evidence-informed decisions that can foster more effective and supportive professional development activities. As a result, by identifying which professional development initiatives lead to improvements, those associated with professional development can use resources more efficiently, leading to enhanced school and system-wide improvements. Moreover, the use of ProDES can also help schools and education systems track progress over time, making ProDES an invaluable tool for continuous improvement and strategic planning.

A mediation model analysis of inclusive instructional practices for students with emotional disturbance

AbstractThe relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states in the United States. The sample consisted of 176 teachers who were mostly female (85%) with an average of 12 years of teaching experiences. We found that (a) the relationship between teachers' reported knowledge and use of inclusive instructional practices was bidirectional, (b) special education teachers were far more likely to implement specialized instructional practices such as behavioural support and differentiation than general education teachers and (c) there were no reported differences in instructional practices (i.e. general practices) and classroom management between special education and general education teachers. Implications for pre‐service teacher training, professional development and teacher support are discussed.

Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers

<p style="text-align:justify">This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.</p>

Enhancing speaking agility: unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills

Abstract In the rapidly evolving educational landscape, this study investigates the effectiveness of hybrid teaching methods in enhancing oral communication skills in Indonesian higher education, marking a critical exploration at the intersection of digital and traditional pedagogies. Anchored in a qualitative research methodology, it seeks to unpack the complex experiences of Indonesian lecturers using hybrid teaching methods to enhance university students’ oral communication skills. Data were meticulously gathered through a Google Forms survey consisting of 12 open-ended questions. The survey, conducted from March to August 2023, targeted lecturers from diverse geographical regions of Indonesia, ensuring a wide range of teaching experiences. Results reveal that lecturers are motivated by the need to adapt to pandemic restrictions, expand educational accessibility, and integrate technology into teaching. They employ a variety of hybrid teaching methods, including live online lectures, in-person workshops, flipped classrooms, and project-based learning. These strategies are supported by various technological tools such as Zoom, Google Classroom, Slack, Padlet, and Mentimeter. Despite the benefits, lecturers face challenges such as varying levels of technological access and proficiency among students, maintaining engagement, and managing increased workloads. The study highlights the importance of culturally responsive teaching practices, integrating culturally relevant materials, and using interactive digital tools to enhance oral communication skills. Continuous professional development and institutional support are essential for the success of hybrid teaching methods. This research offers valuable insights and recommendations for optimizing oral communication skills in hybrid learning, with lessons adaptable to multicultural and multilingual contexts worldwide.

Artificial Intelligence in the Organization of Nursing Care: A Scoping Review.

The integration of artificial intelligence (AI) in the organization of nursing care has continually evolved, driven by the need for innovative solutions to ensure quality of care. The aim is to synthesize the evidence on the use of artificial intelligence in the organization of nursing care. A scoping review was carried out based on the Joanna Briggs Institute methodology, following the PRISMA-ScR guidelines, in the MEDLINE, CINAHL Complete, Business Source Ultimate and Scopus® databases. We used ProQuest-Dissertations and Theses to search gray literature. Ten studies were evaluated, identifying AI-mediated tools used in the organization of nursing care, and synthesized into three tool models, namely monitoring and prediction, decision support, and interaction and communication technologies. The contributions of using these tools in the organization of nursing care include improvements in operational efficiency, decision support and diagnostic accuracy, advanced interaction and efficient communication, logistical support, workload relief, and ongoing professional development. AI tools such as automated alert systems, predictive algorithms, and decision support transform nursing by increasing efficiency, accuracy, and patient-centered care, improving communication, reducing errors, and enabling earlier interventions with safer and more efficient quality care.

Implementing Technology Leadership Competency Standards for School Leaders: Enhancing Educational Quality in the Digital Age

Technological advancements are profoundly impacting various aspects of life, including education. This study investigates the necessity of Technology Leadership Competency Standards for school leaders to facilitate technology integration in schools. Employing a qualitative approach with basic interpretive methods, the study gathered insights through expert interviews. The findings indicate that Technology Leadership Competency Standards for School Leaders are essential for enhancing educational quality in the digital age, providing structured guidance, and fostering uniformity in technology use across schools. Expert insights reveal that these standards significantly improve leadership skills, support professional development, and create a clear framework for effectively integrating technology into educational practices. Implementing these standards ensures schools are prepared for future technological challenges and fosters ongoing growth and innovation in education.

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

Reimagining Arts Education and Practice in the Digital Space

This paper investigates the urgent need to reassess arts education, particularly popular music education, in the digital space. It highlights the importance of pedagogical preparedness among educators while examining the gaps, challenges, and opportunities digital tools present. Integrating these technologies is essential for fostering students' creativity, critical thinking, and digital literacy (Rexhepi et al., 2024). Using a constructivist paradigm and a qualitative research approach, the study analyses existing data to evaluate digital adoption in popular music education. The findings suggest that while digital tools offer significant benefits, their integration is incomplete, with many educators relying on traditional methods. The study acknowledges limitations, mainly focusing on teacher-centred data with less emphasis on student experiences. As education systems worldwide confront rapid technological advancements, traditional frameworks in arts education face significant challenges. This research examines the transformative potential of digital tools in popular music education, emphasising the need for professional development and systemic support to equip educators with the necessary skills. The paper stresses the importance of addressing these challenges to create an environment where digital tools enhance traditional popular music education. Moreover, it considers how digital transformation reshapes the roles of educators and students, offering opportunities for more dynamic and interactive learning experiences. The study also explores the potential of digital tools to democratise access to quality popular music education, breaking down barriers related to geography and economics. Ultimately, this paper advocates for a balanced approach to digital integration, ensuring that innovation complements essential pedagogical principles.

Unveiling nurses' perspectives on decent work: A qualitative exploration.

This study explores nurses' perspectives on the concept of "decent work" and the factors influencing their viewpoints. This qualitative study employed a conventional content analysis approach using face-to-face interviews. In-depth interviews were conducted with 20 registered nurses at two tertiary hospitals in Hangzhou, China, from October to November 2023. Decent work for nurses refers to their engagement in a profession within a secure, fair, and friendly practice environment where they could receive respect, support, reasonable compensation, social security, and opportunities for career development, all of which could enable nurses to recognize their intrinsic values and achieve a state of professional and personal fulfillment. Key factors that influence decent work for nurses include the work environment, societal perceptions, and individual characteristics. The concept of decent work holds paramount importance for nurses, necessitating collaborative efforts at the individual, family, institutional, and societal levels to promote the professional dignity of nurses and enhance the quality of nursing care. Policymakers should establish regional minimum wage standards for nurses, promote flexible scheduling, and support professional development through subsidized training programs. Additionally, national media campaigns and comprehensive mental health support can enhance the public image and resilience of nurses, respectively, improving their decent work perception.

Conceptualising Intercultural Literacy: Narratives from English Language Teachers

This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.

The Relationship between the Actual Implementation of the "English for Iraq" Curriculum and Teachers' Intentions, and Perceptions in Iraqi EFL Preparatory Schools

This study investigates the intentions, perceptions, and actual implementation of an innovative English curriculum among preparatory school EFL teachers in Iraq. The research recognizes the growing importance of English globally and Iraq's efforts to enhance English language education and implement an appropriate innovative curriculum. However, the implementation of a new curriculum poses significant challenges related to teachers' knowledge, intention, and academic culture. The study focuses on understanding the relationship between curriculum intentions, teachers' perceptions, and the actual implementation of the curriculum. The study also explores how teachers' intention, culture, and other factors influence the implementation of the curriculum. Data were collected through a combination of vignettes, semi-structured interviews, classroom observations, and follow-up interviews with a random sample of 10 male teachers from 10 preparatory schools in Babylon Governorate during the 2023-2024 school years. The results indicated that teachers are enthusiastic about the new curriculum, but its effective implementation faces many challenges. Teachers recognize the potential of the curriculum, but suffer from insufficient materials and overcrowded classrooms that hinder optimal teaching and learning. The study emphasizes that in order to successfully implement the curriculum, through continuous professional development and strong support systems, there must be ongoing professional development and strong support systems, ongoing training programs can help teachers adapt to the new curriculum, and the provision of resources, teaching aids, and manageable class size can create a more conducive learning environment, leading to better learning outcomes.

Analisis Literatur Tentang Model Pembelajaran Problem Based Learning Dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam

The problem based learning model is an approach proposed to improve students' natural science learning outcomes. This study aims to investigate the influence of PBL on science learning outcomes in elementary schools through systematic literature analysis. The literature study method was used to analyze ten scientific articles related to PBL and science learning outcomes in elementary schools. The results of the analysis show that PBL is effective in stimulating interest in learning, strengthening critical thinking skills, and improving problem-solving abilities in a scientific context. The implication of this research is the need for support in training and professional development for educators, as well as further research to identify key factors that influence the success of PBL implementation. The integration of PBL into the science education curriculum needs to be strengthened through collaboration between education stakeholders. Thus, the use of PBL is expected to improve students' science learning outcomes in a holistic and sustainable manner.

Designing a mentorship curriculum for assisting social reintegration among youth in institutional care in India

Although child protection policies and laws in India recognise the importance of aftercare, there is still a significant lack of infrastructure, available services, and systematic preparation for the transition. The accelerated and compressed journey from adolescence to adulthood, coupled with limited options to return home if their initial endeavours falter, adds to the complexity of the transition process. To develop knowledge and skills for transition preparedness, this paper presents a step-by-step approach to designing an educative, mentorship-based curriculum. The curriculum is based on an exploratory study conducted across 17 child care institutions in Pune, India. Findings showed that the adolescents appreciate the existing support resources, but feel that much of the critical, practical, and seemingly more urgent transitional needs are still left out. Borrowing insights from the primary data and the available literature, the curriculum has been designed to target six core areas addressing needs for belongingness, preparation for life after transition, enabling clarity of future vision, life skills, enhancing employability, and problem-solving. To buffer the overall stress of the transition, the focus of the curriculum has been kept simultaneously on promoting overall well-being and providing professional and career development support. The study recommends a robust evaluation framework to assess the relevance and effectiveness of the curriculum.

Social work and women's violence care in Morocco

This study explored the challenges and practices of social workers at Moroccan Integrated Care Units for Women and Children Victims of Violence (ICUWCVV) regarding violence as a major public health and social injustice issue. The study was guided by the Ubuntu philosophy, which emphasizes community solidarity, justice and human dignity. The theoretical framework is informed by African feminist epistemologies critiquing and extending African methods of empowerment within care practices. It applied indigenous research methodology through semi-structured interviews with 13 social workers across the Fès-Meknès region. In this paper, we will share the experiences in the field and challenges in operationalizing services. The perceived lack of training and resources in the programs impacts the quality of care provided and the ability to offer empathetic, victim-centered services. A need for training has been identified for all accountable health and social care workers who have access to case notes under the information-sharing protocol. Recommendations are made to contribute to policy development in areas related to continuous professional development support, as well as improved resourcing aimed at providing effective and culturally competent care for victims. These recommendations also emphasize the revaluation and incorporation of African philosophies and knowledge systems into social work practices. The recommendations draw upon national guidelines from governing bodies, outlining best practices and evidence-based methods for delivering healthcare, which service providers are expected to implement. HOW TO REFERENCE USING ASWDNET STYLE Mrabti L., Rhoulam I, Nejjar, F. and Belamfedel Alaoui Z. (2024). Social work and women's violence care in Morocco. African Journal of Social Work, 14(4), 225-232 https://dx.doi.org/10.4314/ajsw.v14i4.6 Visit journal website: https://ajsw.africasocialwork.net

Teachers as Researchers: Practices, Perspectives, Problems, and a Plan of Action (4Ps)

This study explored the role of teachers in action research, extending beyond traditional classroom instruction to include professional development and scholarly inquiry. The primary aim was to investigate the practices involved in action research, teachers’ understanding of writing action research, and common challenges faced. Using a quantitative approach with a descriptive-correlational design, the study surveyed 497 teachers from 87 public schools across five districts in Agusan del Sur. Data collection focused on teachers’ techniques, skills, motivations, and problems related to action research. The study utilized stratified random sampling to ensure diverse representation and analyzed data using descriptive statistics and correlational analysis through IBM SPSS v29. Findings indicated that while teachers generally demonstrated competency and enthusiasm for action research, challenges such as time constraints, insufficient support, and research complexity were prevalent. The study revealed a strong correlation between teachers’ engagement in action research and their understanding of research methodologies and problem-solving abilities. Recommendations included providing ongoing professional development opportunities, enhancing institutional support, establishing mentorship programs, improving access to research resources, and creating recognition systems for research achievements. These measures aimed to bolster teachers’ research skills, overcome barriers, and foster a supportive environment for action research. The study emphasized the importance of further professional development and institutional support to enhance teachers’ competencies and address significant challenges in action research.

Nurse faculty shortage problem and a grant solution to the problem

Introduction: The projected growth of the nurse workforce will drive the need for more nurse faculty in the U.S., with an estimated needed increase of 24% (16,000 new faculty) to meet workforce demands between 2016 and 2026. However, nursing schools have struggled to keep pace with growing enrollment demands and faculty retirements.Methods: To meet the needs of the nursing workforce and to address the nursing shortage by educating qualified faculty, the University of Cincinnati College of Nursing (UC CON) has applied for and received funding through the federal government’s Health Resources & Services Administration (HRSA) Nurse Faculty Loan Program (NFLP) grant.Results: Since 2012, the UC CON has utilized the NFLP to provide nearly $4.4 million in loans to students. The UC CON has supported 115 individual graduate-level nursing students with NFLP funds. As of 6/07/24, 73 UC CON degrees have been awarded. Several prior recipients are working as nurse faculty, some at rural and community colleges where the nurse faculty shortage is most acute. Some of the students who received NFLP funds and graduated are working in medically underserved and/or rural areas across the U.S.Conclusions: A new grant submission was funded in June 2024 to fund more doctoral students and Master of Science in Nursing Education Students. The UC CON provides additional components (e.g., nurse educator development, professional development, and job search support) to strengthen recipients’ preparation and marketability for nurse faculty roles in all regions, including rural and underserved areas.