Career Development Of Teachers Research Articles

Prediction of English Teacher Career Development Based on Data Mining and Time Series Model

With the gradual growth of the teaching profession, the teaching profession is facing new trends in reform and development, and the same dilemma exists for English teachers’ career development and planning. To this end, the study first uses a modified K-means clustering method to cluster and analyse the factors affecting English teachers’ professional development, forming a system of indicators on English teachers’ professional development. The Long Short-Term Memory (LSTM) network employed the time-series features to create a time-series model, and the Support Vector Machine (SVM) was used to forecast the course of English teachers’ career development. To assess the current career status of English teachers and their impact on people and organizations, this study proposes a career prediction model for English teachers. This model utilizes data mining and time series modeling to provide accurate predictions. In accordance with the experimental findings, the precision of the upgraded K-Means model was 98.58%, and the error between the projected sample data and the actual sample data for the training of the trend prediction model for English teachers’ career growth was 0.032. It was able to accurately predict teachers’ career development and explore the specific factors affecting English teachers’ career development, so as to solve the problems in teachers’ career development.

民办高校青年教师的角色困惑与纾解路径

The rapid development of higher education in China has made the role of private universities in the education industry increasingly significant. As the main force engaged in teaching and research in private universities, the growth and development of young teachers directly affect the quality of education and the level of education. But in the real education ecosystem, young teachers in private universities often encounter multiple role challenges and confusion. They not only have to play the role of educators, but also become researchers and social service providers. This complex identity relationship often leads them to face problems of unclear role positioning and role conflicts. These problems not only affect the individual career development of young teachers, but also pose potential constraints on the long-term development of private universities. Therefore, in-depth exploration of the role confusion of young teachers in private universities has certain theoretical and practical significance for promoting their career development, optimizing the teaching staff of private universities, and improving the quality of education.

How work stress influence turnover intention among Chinese local undergraduate university teachers: the mediating effect of job burnout and the moderating effect of self-efficacy.

Turnover intention is one of the common disturbances that affect the career development and management of university teachers. With an aim to solve this thorny issue, the study examined the associations between turnover intention and work stress among local undergraduate university teachers in China. A questionnaire survey was carried out on 7,565 local university teachers. Initially, confirmatory factor analysis was employed to validate the reliability and validity of the scale. Subsequently, descriptive statistics and correlation analyses were conducted. Following this, a latent moderated structural equation (LMS) was used to explore the relationship among work stress, job burnout, self-efficacy, and turnover intention. Moreover, the bias-corrected Bootstrap method was applied to further examine the mediating effects, moderating effects, and moderated mediating effects in the model. The hypothesized moderated mediation model was verified significant. Work stress directly and positively predicted job burnout and turnover intention, with job burnout serving a partial mediating role between work stress and turnover intention. Additionally, self-efficacy negatively moderated the direct impact of work stress on job burnout, as well as the mediating effect of job burnout. As the self-efficacy of university teachers increased, the direct effect of work stress on job burnout and the mediating effect of job burnout decreased. This study expanded the research on the antecedent variables of university teachers' turnover intention and revealed the individual contingency mechanism by which work stress affected turnover intention: the negative moderating effect of self-efficacy. Work stress induced university teachers' turnover intention, and this phenomenon was more obvious for faculties with low self-efficacy. Administrators of local undergraduate universities need to rationalize the allocation of teachers' job responsibilities and pay attention to the negative consequences of work stress in order to reduce turnover intentions. Particular attention should be paid to enhance teachers' self-efficacy. The findings of this study can provide in-depth recommendations for university faculty management and policy making, which can help shape a working atmosphere more conducive to teaching and research, thus enhancing the overall quality and competitiveness of faculty members within universities.

The influence of professional mission on the professional quality of college teachers: The intermediary role of job burnout and the regulating role of social support

Purpose: This study seeks to explore the influence of a professional mission on university teachers specifically examining the mediating role of job burnout and the moderating impact of social support.
 Design/Methodology/Approach: Data from university teachers were collected for this study using a questionnaire survey method and the results were carefully analysed using the relevant statistical techniques.
 Findings: The study finds a positive relationship between a strong professional mission and high professional quality in university teachers. Job burnout and social support serve as intermediaries and regulators. Increased burnout weakens the mission's influence while reduced burnout correlates with enhanced professional quality. A strong social network enhances a professional mission's beneficial effects. 
 Conclusion: This study explores the relationship between a professional mission and university professors highlighting the mediating effects of social support and job burnout. The findings offer valuable insights for improving educational quality and supporting teachers' personal growth. This research significantly contributes to understanding key factors in the career development of college teachers, providing enlightening perspectives for educators and policymakers.
 Limitations/Significance: This study ignores personal variables in favour of examining only the effects of professional missions on university teachers' professional development. Observations and interviews are two unique methodologies that are necessary for a thorough understanding relying solely on surveys may introduce subjectivity.
 Practical Significance: Findings guide institutions and policymakers to boost education quality by supporting teachers' professional development through training and social support and addressing burnout.
 Contributions to the Literature: The study fills gaps by confirming the beneficial influence of professional missions on the careers of teachers and guiding the improvement of education.

Analysis of Teacher Career Selection and Development at the Bandung University Foundation Based on Life Span Theory, Super Theory (Crisis and Transition in Adult Careers)

Career guidance is an effort to prepare individuals to understand and adapt to the conditions of the job market (Fitria et al., 2020). Super life span theory, which Donald Super coined, is better known as the super theory. This theory is a theory that discusses in-depth individual career development. An individual is declared mature in a career if he or she has been able to successfully pass each stage of career development (González, A., 2008). Most adults choose to stop working and are not comfortable with their work, and their work they do not get self-satisfaction with what they do. This illustrates the very minimal knowledge that graduates currently have about jobs and job information that suits them. This research aims to discover how teachers' careers develop and adapt at the Bandung Education Foundation. The research method used in this research is a qualitative descriptive method, with data collection techniques in the form of observation, interviews, and documentation studies. The subject of this research is one of the teaching staff at the Bandung Education Foundation. The research results show that the subject has been able to adapt and carry out his career development well in accordance with the theory of career selection and development according to the Life Span theory and super Theory (crisis and transition in adult careers).

Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda

Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational research design on a sample of 102 teachers. Data were collected using a questionnaire and analysed using quantitative methods. Structural equation modelling (SEM) results revealed that while goal setting and career development had positive and significant relationship with teacher effectiveness, performance management appraisal had positive but insignificant relationship with teacher effectiveness. Therefore, it was concluded that goal setting is important for teacher effectiveness, the way of implementing performance appraisal does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools and improve the way of implementing appraisal. The Ministry of Education and Sports and school administrators should support teacher career development to enhance their effectiveness.

Study on the Career Development of Young Teachers in Vocational Colleges

The quality of the teaching staff is crucial to the development of vocational education. Skilled and knowledgeable teachers can provide students with specialized technical knowledge and practical skills. In addition to teaching, teachers also act as mentors in providing guidance and support in all areas to students. However, the development of young teachers faces many problems, such as unclear career plans and a lack of attention to operational skills. This paper analyzes the research findings of past scholars and uses a questionnaire to analyze the problems faced by young teachers in their career development. Based on this, this paper puts forward some targeted suggestions, which can provide guidelines for the career development of young teachers.

Professional Bottlenecks and Targeted Suggestions for Young Teachers in Vocational Colleges

This paper analyzes the professional bottlenecks limiting the career development of young teachers in vocational colleges, including insufficient teaching skills, limited research capacity, and restricted professional development and career progression. Targeted recommendations involve fostering young teachers’ teaching skills and research capabilities through mentorship, training, research participation and skills competition guidance. Addressing these bottlenecks effectively develops young teachers’ competencies, contributing innovative ideas and practices to improve vocational education quality, cementing their role as the next generation of vocational educators.

This paper that teachers can effectively respond to environmental change and role transformation in the process of career development

In the background of the new era, teachers are faced with the role change from many aspects, and teachers gradually change from teaching to the classroom organizer and the design and implementer of teaching. Especially in the background of double reduction, it is required to reduce students' academic burden, which brings some challenges to the career development of teachers. This paper focuses on the role transformation in the process of teacher career development, and discusses the strategies for teachers to effectively deal with environmental changes.

The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China

Most of the higher vocational colleges in China are public institutions. The government prefers to enhance the intrinsic motivation of teachers’ professional development through effective management. Taking the Chinese government’s strong advocacy of the professional value of the “craftsman spirit” as a background, this study aims to define the constituent factors of intrinsic motivation for the career development of higher vocational college teachers. This study proposes to explore the role of inclusive management styles on the professional development of teachers in public vocational institutions in order to address the hindering effects of human-organizational relationships on the intrinsic motivation of teachers’ professional development following Chinese management styles. Within three weeks, through the online questionnaire distribution platform, email, and WeChat, questionnaires were sent to teachers in colleges in Guangdong Province using the whole sampling method. A total of 546 questionnaires were distributed, of which 538 were retrieved and 521 were deemed valid for analysis. Using a structural equation model for data validation, the results indicate that inclusive leadership and inclusive climate are positive external factors that stimulate teachers’ intrinsic motivation for professional development (r = 0.496, 0.491) and contribute to the formation of organizational inclusion (r = 0.413). Job satisfaction is an intrinsic self-motivating factor (r = 0.479, 0.380, 0.451). Organizational inclusion can mitigate interpersonal barriers and become a practical management approach to enhance teachers’ intrinsic motivation for career development. AcknowledgmentWe acknowledge teachers from higher education vocational colleges in Guangdong Province, China, who responded to the questionnaire for this study.

Study on Marriage and Love Dilemmas of Young Rural Teachers

The marriage of rural teachers is of great significance to the stability of rural teachers and the development of rural basic education. Ten young teachers in rural areas were interviewed, and it was found that the difficulty of marriage was a problem faced by young teachers in rural areas; It is a helpless choice for young teachers in rural areas to passively delay marriage time or actively escape from the profession of rural teachers in order to get married. Love and marriage dilemma affects the mental health and career development of rural young teachers.

A Study of the Relationship Between the Pre-service International Chinese Language Teacher Beliefs and Occupational Outlook on Development

With the rise of China and the increasing global influence of the Chinese language, international Chinese language education has gradually become a focal point in the global education field. In the flourishing development of international Chinese language education, the training and support for pre-service international Chinese language teachers has become an urgent problem to be addressed. People are paying increasing attention to the psychological and career development of pre-service teachers nowadays, and therefore the relationship between the teacher beliefs and occupational outlook on development of pre-service international Chinese language teachers deserves in-depth analysis. Firstly, this study analyzes the reliability and validity of the pre-service International Chinese language teacher belief Scale and the Professional Development Outlook scale to ensure the reliability and validity of the two scales. Secondly, this study tests the correlation between the pre-service international Chinese language teachers beliefs and the occupational development outlook. The findings show that the teaching beliefs, Chinese language beliefs and occupational development outlook had a statistically significant correlation, while there is no statistically significant correlation between learner beliefs and occupational development outlook. Finally, the regression analysis of teaching belief, Chinese language belief and occupational development outlook is carried out in this study. The results show that both teaching belief and Chinese language belief of pre-service international Chinese language teachers can predict the occupational development outlook. This study is helpful to deeply explore the psychological state of pre-service international Chinese language teachers and provide some references and enlightenment for the training of pre-service international Chinese language teachers.

Pengaruh Kepemimpinan Transformasional Kepala Sekolah, Motivasi Kerja, Dan Kedisiplinan Terhadap Pengembangan Karir Guru SD

This study aims to investigate the extent of the effects of principals’ transformational leadership in terms of teachers’ perception, work motivation, and discipline on the career development of elementary school teachers in Godean District, Sleman Regency. This research is a type of non-experimental quantitative approach, The subjects were teachers in the Unit Yandik Godean districts, teachers involved in the study were 173 persons. The descriptive results of the study show that principals’ transformational leadership is in the high category with a mean of 3.44, teachers’ work motivation is 3.46, teachers’ discipline is 3.36, and teachers’ career development is 2.94. The results of the regression analysis show that principals’ transformational leadership has a significant effect of 18,1% (p<0.05) on elementary school teachers’ career development, teachers’ work motivation has a significant effect of 7,9% (p<0.05) on elementary school teachers’ career development, and teachers’ discipline has a significant effect of 8,4% (p<0.05) on elementary school teachers’ career development. The results of the analysis show that principals’ transformational leadership, teachers’ work motivation, and teachers’ discipline as an aggregate have a significant positive effect of 24,8%, indicated by the statistical test showing F = 19,955 (p < 0.05), on the career development of elementary school teachers in Godean District, Sleman Regency, Yogyakarta Special Territory.

SISTEM PENGEMBANGAN KARIR GURU APARATUR SIPIL NEGARA DI KABUPATEN PRINGSEWU

The literature review intend to find out the system being developed by the government of the Republik of Indonesia in developing teacher careers as a from of appreciation fo teacher performance state civil apparatus. The methodd used is in the form of review of regulation governing the management of carrer developmet for functional positions of teachers in the from of low, government regulation and relevand ministry regulation. The results of the literature review can be described that the teacher career development system is an integral part of the teacher reward and protection system. The implementation of teacher career development is implemented in a system called Pengembangan Keprofesian Berkelanjutan (PKB). The system used for evaluating teacher work performance is called the teacher functional credit score system. Suggestions recommended by the results of this literature review include: (1) Appreciation for teachers should not only be manifested in career development, however, increasing the welfare and protection of the profession deserves serious attention from the central and regional governments (2) The application of the credit score system for functional teacher positions must be done transparently, accountable, and using a Digital-Based Information System to be effective and efficient.

Higher Educational Information Resource Sharing Model Based on Blockchain

Through the sharing of high-quality educational resources in colleges and universities, various colleges and universities have carried out active and effective exchanges in teaching resources, avoiding the duplication of larger educational resources, and improving the academic and career development of teachers and students. The construction of a blockchain-based regional higher education information resource sharing model can solve the problems of scattered teaching resources and duplicate construction of teaching resources, difficulties to ensure the security of digital education resources, high operating costs of platforms, and urgent protection of intellectual property rights of resources. Most of the existing solutions rely on third-party certificate issuing centers or use a single key to encrypt the data flow of education information resources, which has hidden dangers of leakage of privacy information such as intellectual property rights, copyrights, confidential information of resources, other key information, and operation records. Therefore, this paper studies the regional higher education information resource sharing model based on blockchain and designs the data protection protocol of higher education information resources and its resource transaction relationship protection scheme. It introduces the blockchain-based regional higher education information resource sharing model mainly from three aspects: blinding the identity of authorized resource recipients, resource initiators publishing resource transactions, and authorized resource recipients publishing resource transactions. Experimental results verify the effectiveness of the proposed model.

Manajemen Kepala Madrasah dalam Pengembangan Karir Guru di Madrasah Aliyah Negeri 5 Batanghari

The purpose of this research is to analyze the Management of Madrasah Principals in Teacher Career Development, this research was conducted at MAN 5 Batanghari. the variables used in this study were management, the role of the madrasah/school principal, and teacher career development. This research is descriptive and qualitative. data collection is used through observation, interviews, and documentation. The role of the Head of the Madrasa/school includes Educator, Manager, Administrator, Supervisor, Leader, Innovator, and Motivator. There are two types of teacher development, namely Career Development and Professional Development. So it can be concluded: 1) Management of Madrasah Heads in Teacher Career Development at Madrasah Aliyah Negeri 5 Batanghari; 2) Inhibiting Factors of Madrasah Principal Management in Teacher Career Development at Madrasah Aliyah Negri 5 Batanghari; and 3) Efforts Made by the Head of Madrasah in Developing Teacher Careers at Madrasah Aliyah Negeri 5 Batanghari.

Dropout of Young Teachers from the Education System: Motivations, Risk Factors and Possible Solutions

Abstract: This article discusses social, pedagogical, and managerial aspects of young teachers’ integration into the education system with a research focus on the issue of “young teachers dropping out” of the school system in the first years of their careers. This article further analyses the motives and risk factors which influence the process of teachers’ integration into the school environment. Possible solutions are sought to mitigate the risk of teachers permanently leaving the educational system. The need for developing a comprehensive system to support the successful professional adaptation and development of novice teachers - from their academic preparation and teaching practice, to their active period of professional consolidation and career development - is outlined. This article is based on up-to-date data of the implications of the issue within the education system of Israel. A mixed methods approach, combining quantitative and qualitative research approaches, is used for the purpose of this research. The quantitative data aim to provide a macro-level picture of the process of attrition in the teaching profession in terms of teacher and educational institution characteristics. The qualitative part of the research includes an analysis of a number of documents on the policy of the Ministry of Education of Israel on teachers leaving the profession. Keywords: Teacher preparation and qualification; Teacher's career development; Adaptation of novice teachers, Teacher-mentor, Mentor.

Core Changes and Enhancement Strategies in the Career Development of High School Teachers

Core Changes and Enhancement Strategies in the Career Development of High School Teachers

Pengembangan Karier Guru Selama dalam Jabatan: Analisis Kompetensi Profesional

The work of the teaching profession cannot be done by people who do not have special skills or have not studied teacher education. This study aims to analyze teacher career development while in position and focuses on: (1) the educational profession; (2) teacher professional competence; and (3) teacher professional development. This literature study uses a pedagogic and juridical approach. Data collected through book and journal documentation was analyzed using content analysis techniques. The results of the study found that the development of teacher professionalism is an unavoidable condition, like the changing times. Improving teachers' professional abilities is accomplished with government assistance through programs and training activities (providing opportunities). Improving teachers’ professional abilities should not only focus on administrative aspects of staffing, but also on increasing their professional abilities and commitment as educators. Efforts to improve teacher professionalism certainly require support from all parties, including professional organizations, the government, and the community. This research has implications for teachers as a competitive profession that demands development according to the times; therefore, teachers must consciously and responsibly always want to improve their professionalism.

Evaluasi Implementasi Program Peningkatan Kompetensi Profesional Guru Dalam Upaya Meningkatkan Mutu Lulusan Sekolah Dasar Negeri Kedaung Wetan 7 Kecamatan Neglasari Kota Tangerang Banten

This journal aims to identify, analyze and evaluate the implementation of teacher competency improvement programs in an effort to improve the quality of graduates of SD Negeri Kedaung Wetan 7, Neglasari District, Tangerang City, Banten. The method used is descriptive qualitative method, including data collection using observation, interviews and documentation. Interviews were conducted with principals, vice principals, teachers, school committees, parents and students. Evaluation analysis using a discrepancy evaluation model. The findings of this study: (1) Preparation of the design in the form of guidelines or standards of professional competence of teachers. (2) The installation of a review of standards or guidelines for the implementation of teacher professional competence improvement and infrastructure facilities have not fully supported the improvement of teacher professional competence. (3) Process: the obstacles for teachers have not carried out their duties and functions as educators and reformers. Improving the quality of graduates is marked by the achievement of KKM scores and changes in students: more disciplined, creative and innovative in terms of cognitive, affective and psychomotor. (4) The results of improving the professional competence of teachers can be felt by schools, teachers and students. It directly affects the quality of graduates. (5) Comparison. The improvement of the professional competence of teachers continues on an ongoing basis and is recorded in the form of written reports and submitted in stages to education policy makers. Various efforts made by the school management must be balanced with good collaboration and cooperation with parents and other school community members. Suggestions from parents are also very meaningful for schools in carrying out improving the professional competence of teachers in their own schools. This research is expected to: (1) increase the knowledge and insight of researchers, (2) materials for self-introspection and future teacher career development, especially teacher professional competence and the quality of graduates, (3) consideration for school principals, especially in determining policies for evaluating professional competence programs teachers and the quality of graduates and (4) material for consideration of central or regional government policies so that efforts to increase the distribution of education quality through teacher competence.
 Keywords: Teacher Professional Competence, Graduate Quality, DEM