The roles of collaborative professional development, self-efficacy, and positive affect in encouraging educator data use to aid student learning

2020 ◽  
Vol 24 (4) ◽  
pp. 443-465
Author(s):  
J.J. De Simone
Keyword(s):  
Professional Development ◽  
Positive Affect ◽  
Student Learning ◽  
Self Efficacy ◽  
Data Use ◽  
Collaborative Professional Development

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

2020 ◽  
Vol 34 (7) ◽  
pp. 1155-1170
Author(s):  
Sedat Gümüş ◽  
Mehmet Şükrü Bellibaş
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Self Efficacy ◽  
Leadership Practices ◽  
School Principals ◽  
Vital Role ◽  
Basic Knowledge ◽  
Content Type ◽  
Mediating Role ◽  
Improving Student Learning

PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

scholarly journals Professional development shaping teacher agency and creative insubordination

2016 ◽  
Vol 22 (4) ◽  
pp. 1085-1095
Author(s):  
Celi Espasandin Lopes ◽  
Beatriz Silva D'Ambrosio
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Mathematics Teachers ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Teacher Agency ◽  
Teaching Mathematics ◽  
Alternative Teaching ◽  
Multiple Dimensions ◽  
Reflection On Practice

Abstract The goal of this paper is to discuss the acts of creative insubordination of four mathematics teachers revealed in their narratives. The four teachers shared a common experience; they participated in a course entitled Teaching Mathematics in the Early Grades, which contributed to their professional development. Through the narratives, we identify how the course provoked teachers' agency and their acts of creative insubordination. The collaborative nature of the course, along with the reflection on practice, the group deliberations about implementing alternative teaching strategies, and the documentation of student learning, provided teachers with the confidence and self-efficacy necessary to defend the multiple dimensions of their practice and their acts of creative insubordination.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

scholarly journals STEM Faculty Instructional Data-Use Practices: Informing Teaching Practice and Students’ Reflection on Students’ Learning

2021 ◽  
Vol 11 (6) ◽  
pp. 291
Author(s):  
Cindy Lenhart ◽  
Jana Bouwma-Gearhart
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Teaching Practice ◽  
Data Use ◽  
Faculty Members ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Stem Faculty ◽  
Standardized Curriculum ◽  
Learning Data

This paper explores the affordances and constraints of STEM faculty members’ instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and competence in their instructional data-use practices. Novel findings include faculty descriptions of instructional technology that afforded them access to immediate and nuanced instructional data. However, faculty described limited use of instructional data that engaged students in reflecting on their own learning data. We consider implications for faculty’s instructional data-use practices on departmental and institutional policies and procedures, professional development experts, and for faculty themselves.

Mitigating the consequences of negative news: How constructive journalism enhances self-efficacy and news credibility

Journalism ◽  
2021 ◽  
pp. 146488492110627
Author(s):  
Christian Staal Bruun Overgaard
Keyword(s):  
Social Media ◽  
Positive Affect ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Mediating Role ◽  
Negative News ◽  
News Credibility ◽  
Broaden And Build Theory ◽  
Negative Feelings ◽  
Constructive Journalism

An informed electorate is vital for a well-functioning democracy. Yet many citizens intentionally avoid the news because it evokes negative feelings of disempowerment and distrust. This study ( n = 270) investigated how social media exposure to a new journalistic approach, constructive journalism, influences news consumers. The results showed that constructive social media posts, as compared to negative posts, led to higher levels of positive affect, self-efficacy, and perceived news credibility. In line with the broaden-and-build theory of positive emotions, the effects on self-efficacy and news credibility were mediated by positive affect. A similar mediating role was found for negative affect, counter to the theoretical expectations. These findings shed new light on the broaden-and-build theory, suggesting parts of it generalize to the context of news exposure on social media. The findings also suggest that constructive journalism may be an effective way to mitigate some of the main drivers of news avoidance in the 21st century.

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