scholarly journals Factors Influencing Continuous Professional Development of Teacher at University Level

2021 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Sana Mairaj Bugti ◽  
Muhammad Umair ◽  
Rukshinda Basharat
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Continuous Professional Development ◽  
Survey Method ◽  
University Teachers ◽  
Factors Influencing ◽  
Sindh Province ◽  
Confirmatory Factor ◽  
Data Collection Instrument ◽  
Structural Regression

This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development

A scale for restaurant customers’ healthy menu choices: individual and environmental factors

2019 ◽  
Vol 31 (1) ◽  
pp. 217-246 ◽  
Author(s):  
EunHa Jeong ◽  
SooCheong (Shawn) Jang ◽  
Carl Behnke ◽  
James Anderson ◽  
Jonathon Day
Keyword(s):  
Factor Analysis ◽  
Environmental Factors ◽  
Healthy Eating ◽  
Online Survey ◽  
Social Impact ◽  
Eating Behaviors ◽  
Survey Method ◽  
Content Type ◽  
Factors Influencing ◽  
Healthy Eating Behaviors

Purpose The purpose of this study is to explore the dimensions of restaurant customers’ engagement or disengagement with healthy eating in terms of individual and environmental factors to develop a scale. The results identified the underlying constructs of customers’ individual motives for and perceived barriers to healthy eating, as well as environmental elements of restaurants that encourage or discourage healthy eating. Design/methodology/approach To develop an appropriate set of measures to assess factors influencing customers’ healthy eating behaviors at restaurants, the current study undertook the five steps of scale development suggested by Churchill (1979): specifying the domain of constructs, generating a pool of initial measurement items, assessing content adequacy, administering questionnaires (an online survey method) and purifying and finalizing the measurement (via exploratory factor analysis (EFA) using 410 samples and confirmatory factor analysis (CFA) using 423 samples). Findings The results revealed ten individual factors (health, body image, weight control, feeling better, unappealing food, cost perception, lack of knowledge, state of mind (stress), lack of self-control and negative influences) and five environmental factors (healthy indications, social impact, availability of healthy menu, price policy and unhealthy indications) influencing customers’ healthy eating behaviors at restaurants. Originality/value This study developed an appropriate set of measures to assess individual and environmental factors influencing restaurant customers’ healthy eating behaviors, along with identifying underlying sub-constructs. The reliability and validity of the scale and the factor structure are presented and potential applications and theoretical contributions of the scale are provided as well.

scholarly journals School Heads’ Practices Defined

2020 ◽  
Vol 10 (5) ◽  
pp. 187
Author(s):  
Innocent Kwame Bedi ◽  
Hasso Kukemelk
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
School Leadership ◽  
Empirical Research ◽  
Statistical Tools ◽  
Logistics Regression ◽  
Factors Influencing ◽  
Confirmatory Factor ◽  
School Heads

This study is part of a project investigating school heads’ practices and factors influencing them. The dearth of empirical research on school heads’ practices, their perceived stressfulness and how enjoyable practices performed are necessitated this study. School heads’ practices were examined using a convenient sample of senior high school heads and assistants in Ghana with appropriate statistical tools (exploratory factor analysis, confirmatory factor analysis and multinomial logistics regression). The findings revealed 22 activities that defined school heads’ practices. Regarding those activities, ‘organising information sessions with parents’ and ‘cooperating with organisations’ were least performed while activities related to counselling and administration, which were perceived as stressful, were performed equally. In total, practices perceived as stressful and enjoyable were performed more, while practices enjoyed significantly influenced the performance of practices in general. In practice, the knowledge of stressful and enjoyable practices guarantees the initiation of a suitable coping strategy than being ignorant, thereby improving school leadership and the health of school heads.

scholarly journals Inclusión, atención a la diversidad y neuroeducación en Educación Física (Inclusion, attention to diversity and neuroeducation in physical education)

Retos ◽  
2021 ◽  
pp. 555-561
Author(s):  
Antonio Hernández Fernández ◽  
Claudia De Barros Camargo
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Data Collection ◽  
Ad Hoc ◽  
Research Process ◽  
Confirmatory Factor ◽  
Data Collection Instrument ◽  
Attention To Diversity ◽  
The Relationship ◽  
Estudiantes Universitarios

  El presente trabajo tiene como objetivo general analizar la relación entre inclusión, atención a la diversidad y neuroeducación en el ámbito de Educación Física, a través del análisis factorial confirmatorio (AFC) de una escala, creada ad hoc, validada y confirmada. Para la búsqueda de respuestas, se ha realizado un proceso de investigación no experimental, descriptivo y explicativo. El instrumento de recogida de datos ha sido una escala Likert (con número impar de opciones, cinco niveles de respuesta y rango de 1 a 5) que se ha validado en contenido y fiabilidad (alpha de Cronbach, .833) buena. La validez de constructo se ha realizado con un análisis factorial exploratorio (AFE) (KMO: .771, Bartlett: sign.000, determinante: 6.064E-7). La muestra ha sido de 359 estudiantes universitarios que cursan la especialidad de Educación Física. El AFC nos permitió concluir que es posible esta relación, con mayor fuerza entre inclusión y atención a la diversidad, y entre esta última y neuroeducación, y con menor fuerza entre inclusión y neuroeducación. (X2/gl (3.09). IAA: GFI (.85), RMSEA (.076), NCP (437.63), SRMR (.44), RMS (.061), ECVI (2.31). IAI: AGFI (.79), IFI (.96), NFI (.94), TLI O NNFI (.94), RFI (.92), CFI (.96). IP: PNFI (.71), PGFI (.60), AGFI (.79)). Abstract. The general objective of this work is to analyze the relationship between inclusion, attention to diversity and neuroeducation in the field of Physical Education, through the confirmatory factor analysis (CFA) of a scale, created ad hoc, validated and confirmed. For the search for answers, a non-experimental, descriptive and explanatory research process has been carried out. The data collection instrument was a Likert scale (with an odd number of options, five response levels and a range from 1 to 5) that was validated for content and reliability (Cronbach's alpha, .833). The construct validity has been carried out with an exploratory factor analysis (EFA) (KMO: .771, Bartlett: sign.000, determinant: 6.064E-7). The sample consisted of 359 university students majoring in Physical Education. The CFA allowed us to conclude that this relationship is possible, with greater strength between inclusion and attention to diversity, and between the latter and neuroeducation, and with lesser strength between inclusion and neuroeducation. (X2/gl (3.09). IAA: GFI (.85), RMSEA (.076), NCP (437.63), SRMR (.44), RMS (.061), ECVI (2.31). IAI: AGFI (.79), IFI (.96), NFI (.94), TLI OR NNFI (.94), RFI (.92), CFI (.96). IP: PNFI (.71), PGFI (.60), AGFI (.79)).

scholarly journals Validation of Job Crafting Scale in Indian Context

2019 ◽  
Vol 8 (11) ◽  
pp. 2983-2987
Keyword(s):  
Factor Analysis ◽  
Statistical Technique ◽  
Positive Behavior ◽  
Job Crafting ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
University Teachers ◽  
Indian Context ◽  
Confirmatory Factor ◽  
Indian Perspective

Job crafting is self-inflicted modification of behaviors that employees engage in with the aim to support their jobs with their own passions, preferences and motives. It is a selfmodification which changes the behavior and through which employee engage in their jobs with their own choices and interest. Job crafting is a concept in which one can change his job behavior and work with his own needs and values for the better development of the organization. Job crafting produce the positive behavior in the employee through which the worker of an organization is capable to give his best and develop comfortable environment among his fellow beings. Job crafting helps to produce strong and positive waves in an employee of an organization. The present paper intends to test the appropriateness of scale Job crafting by Maria Tims & Arnold B .Bakker (2011) in Indian perspective especially for university teachers. The confirmatory factor analysis and cronbach’s statistical technique was applied to find out validity and reliability of the scale in Indian context. Based on a sample of 200 respondents empirical evidence validate an outstanding fit of multidimensional structure of 20 items of job crafting scale in the Indian context and the internal consistency indicates alpha coefficient (a = .870) is satisfactory for the whole job crafting scale. The study has showed the appropriateness of the job crafting of university teachers

Factors Influencing Physiciansʼ Selection of Continuous Professional Development Activities

2017 ◽  
Vol 37 (3) ◽  
pp. 154-160 ◽  
Author(s):  
David A. Cook ◽  
David W. Price ◽  
Christopher M. Wittich ◽  
Colin P. West ◽  
Morris J. Blachman
Keyword(s):  
Professional Development ◽  
Continuous Professional Development ◽  
Factors Influencing ◽  
Selection Of
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