scholarly journals Leading system transformation: A work in progress

2021 ◽  
Author(s):  
Greg Whitby ◽  
Maura Manning ◽  
Gavin Hays
Keyword(s):  
Catholic Education ◽  
Learning Community ◽  
Self Efficacy ◽  
Professional Lives ◽  
System Transformation ◽  
Teacher Voice ◽  
Leader Following ◽  
Systemic Support ◽  
Motivation And Confidence ◽  
Very High

Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.

scholarly journals THE INFLUENCE OF TEACHER’S ATTITUDE, READINESS AND SELF- EFFICACY ON PROFESSIONAL LEARNING COMMUNITY (PLC)

2020 ◽  
Vol 2 (7) ◽  
pp. 76-89
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Path Analysis ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Model ◽  
Teacher Professionalism ◽  
Survey Method ◽  
New Policies ◽  
High Level

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

scholarly journals THE RELATIONSHIP OF ATTITUDE, READINESS AND TEACHER SELF- EFFICACY WITH PROFESSIONAL LEARNING COMMUNITY IN SABAH

2020 ◽  
Vol 5 (37) ◽  
pp. 221-231
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Teacher Attitude ◽  
Eastern Zone ◽  
The Relationship

The purpose of this study was to examine the relationship as well as the direct and indirect influence of teacher attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) of urban secondary school teachers in Sabah. The level of teacher attitude, readiness, and self-efficacy as the independent variable and Professional Learning Community (PLC) as the dependent variable. This study was carried out using questionnaires instruments. This study involved 360 teachers comprising north zone, south zone, west coast zone, east coast zone, eastern zone in Sabah who have been selected through the cluster and simple random sampling. The data were analyzed using the Statistical Package For Science (SPSS) version 21.0 to get accurate results. The study found that there was a significant relationship between the three independent variables and the dependent variable. The self-efficacy variable showed the strongest and significant relationship compared to the other two variables with a relationship strength of 0.396 (p <0.01). It is hoped that this study will provide useful information for improving the implementation of the Professional Learning Community in each school.

scholarly journals RESILIENSI MAHASISWA KAMPUS V PAREPARE UNM (STUDI DESKRIPTIF PADA MAHASISWA PGSD KAMPUS V PAREPARE UNM)

2020 ◽  
Vol 4 (2) ◽  
pp. 156
Author(s):  
Musfirah Musfirah
Keyword(s):  
Emotion Regulation ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Impulse Control ◽  
Causal Analysis ◽  
Statistical Test ◽  
Research Approach ◽  
High Category ◽  
Quantitative Descriptive ◽  
Very High

The purpose of this study was to determine the level of resilience of students at PGSD Campus V Parepare UNM. The research approach used in this study is a quantitative approach. The type of research used is quantitative descriptive. The level of resilience is seen from the seven indicators of ability according to Reivich and Shatte (2002), namely emotional regulation, impulse control, optimism, causal analysis, empathy, self efficacy, reaching out. Based on the results of the statistical descriptive statistical test, it was concluded that the level of resilience of the VSD Parepare UNM campus students on optimism indicators was in the very high category. On the indicators of emotion regulation, impulse control, and self efficacy are in the high category. In the causal analysis and empathy indicators are less high indicators and reaching out indicators are in the low category. although the level is different for each indicator, in general the resilience of students in the PGare V Campus Parepare is in the high category.

scholarly journals Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

2020 ◽  
Vol 7 (1) ◽  
pp. 31
Author(s):  
Kristian Florensio Wijaya ◽  
Concilianus Laos Mbato
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Mixed Method ◽  
Self Efficacy ◽  
English Education ◽  
Research Problem ◽  
Attitudes Toward Writing ◽  
Motivation And Confidence

ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method       

Patients’ Attitudes Toward an Online Patient Portal for Communicating Laboratory Test Results; how patient characteristics affect usability and self-efficacy: Real-World Study Using the eHealth Impact Questionnaire (Preprint)

2020 ◽  
Author(s):  
Rosian Tossaint-Schoenmakers ◽  
Marise Kasteleyn ◽  
Annelijn Goedhart ◽  
Anke Versluis ◽  
Esther Talboom-Kamp
Keyword(s):  
High Education ◽  
Chronic Disease ◽  
Laboratory Test ◽  
Self Efficacy ◽  
Patient Characteristics ◽  
Patient Portal ◽  
Test Results ◽  
Highly Educated ◽  
Laboratory Test Results ◽  
Motivation And Confidence

BACKGROUND Patient portals are promising tools to increase patient involvement and empowerment in managing their health. To optimally facilitate patients, laboratory test results should be explained in easy language. Patient characteristics affect the usage of portals and the user satisfaction. OBJECTIVE This study aims to assess the effect of patient characteristics (gender, age, education and chronic disease) on the self-efficacy and perceived usability of an online patient portal that communicates diagnostic test results. METHODS We used the online-administered eHealth Impact Questionnaire (eHIQ) to explore patients’ attitudes toward the portal. Patients visiting the portal were asked to complete the questionnaire and to answer questions regarding gender, age, education and chronic disease. The subscale ‘information and presentation’ of the eHIQ assessed the usability of the patient portal and the subscale ‘motivation and confidence to act’ assessed self-efficacy to determine whether patients were motivated to act on the presented information. Age, gender, education and chronic disease were the determinants to analyze the effect on usability and self-efficacy. RESULTS The questionnaire was completed by 748 respondents, of 428 (57.2 %) were female, 423 (56.6%) highly educated and 509 (68%) had no chronic disease. The mean age was 58.5 years (SD 16.4). Higher age, high education and asthma/ COPD were significant determinants for decreased usability; respectively, B=-.094, (95% CI (-1,147 to 0.042), P<0.001, B=-2.512 (95% CI -4.791 to -0.232), P=.031 and B =-3.630 (95% CI -6.545 to -0.715), P=.015. High education was also a significant determinant for self-efficacy B=-3.521 (95% CI -6.469 to -0.572, P=.019). Other determinants were not significant. CONCLUSIONS This study showed that the usability of the portal decreased with age, if a user was highly educated or had asthma/ COPD. Patients’ motivation and confidence to act on the presented information decreased with age. The results portal is not tailored for different groups. Further research should investigate which factors from a patient perspective are essential to tailor the portal for different groups, and how a result portal can be optimally integrated within the daily practice of a doctor.

Implicit Cognitive Vulnerability

2019 ◽  
pp. 729-738 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

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