scholarly journals Contextualization of Theory and Practices of Teachers’ Effective Professional Development Features in Primary Schools of Oromia Regional State, Ethiopia

2021 ◽  
pp. 121-132
Author(s):  
Girma Moti Geletu ◽  
Dawit Mekonnen ◽  
Geberew Tulu Mekonnen
Keyword(s):  
Professional Development ◽  
Multiple Regression ◽  
Primary Schools ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Group Discussion ◽  
Specific Class ◽  
Learning Potential ◽  
Effective Professional Development ◽  
Significant Difference

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia. Methodolody: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated. Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135]. Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

scholarly journals Exploring EFL Instructors’ Perceptions of the Effectiveness of Reflective Practices on their Professional Development in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Danyah Fahad Alsayeud ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Qualitative Data ◽  
Reflective Practices ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Efl Context ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Males And Females

This study explores the perceptions of EFL instructors about their reflective practice and its effect on their professional development in a Saudi Arabian university. This study adopts an explanatory sequential mixed-methods approach to collect quantitative and qualitative data. Two study instruments were used; a survey questionnaire with a study sample of 100 male and female participants and semi-structured interviews with a study sample of seven female instructors. The findings show that some instructors in general have a positive perception of reflective practices and they utilize a diversity of reflective tools. Female instructors show a greater degree of involvement in a reflective practice than male instructors in three of the four examined dimensions (cognitive and meta-cognitive, moral and learner and reflective teaching in general). However, no significant difference is reported between males’ and females’ perceptions in terms of the fourth dimension (practical). Based on the findings, recommendations have been made to encourage reflective practices in the Saudi EFL context.

scholarly journals Relationship between leadership practices and labour turnover among private schools in Rongai Sub-County, Nakuru-Kenya

2020 ◽  
Vol 9 (6) ◽  
pp. 65-76
Author(s):  
Beatrice Achieng' Omindo ◽  
Paul Omato Gesimba ◽  
David Gichuhi
Keyword(s):  
Primary Schools ◽  
Leadership Practices ◽  
Qualitative Data ◽  
Survey Design ◽  
Pearson Correlation ◽  
Correlation Method ◽  
Simple Random Sampling ◽  
Labor Turnover ◽  
School Activities ◽  
Analysis Technique

The study sought to determine the relationship between leadership practices and labor turnover in private primary schools in Kenya with a specific focus on Rongai Sub-County in Nakuru County, Kenya. The theoretical framework of this study was derived from the Two-Factor Theory and Organization Support Theory. The study used a descriptive survey design and targeted a population of 680 employees of 34 private primary schools in the study area. A sample of 204 employees was picked using the simple random sampling method. Questionnaires were used to collect quantitative data from teachers while interview guides were used to collect qualitative data from headteachers and their deputies. Descriptive statistics were computed for each study variable while the Pearson correlation method was used to test the effect of the leadership practices on labor turnover. Qualitative data collected through the interviews were analyzed using the thematic content analysis technique. Results revealed that there is a high labor turnover in the private primary schools in Rongai with a rating of 71.2%. Results also showed that there were less than optimal leadership practices in schools with a rating of 50.8%. Labor turnover in the schools was negatively and significantly associated with leadership practices (r=-.523, p=.000). The study recommends that private primary schools ensure that teachers are actively involved in making key decisions and management of school activities in order to reduce labor turnover.

Burden, Social Support, and Life Satisfaction Among Caregivers of Children With Intellectual Disability: The Case of Felege Abay and Shembt Primary Schools, Bahir Dar, Ethiopia

2019 ◽  
Vol 39 (3) ◽  
pp. 147-153 ◽  
Author(s):  
Fentanesh Gebeyehu ◽  
Amare Sahile ◽  
Meseret Ayalew
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Intellectual Disability ◽  
Primary Schools ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
T Test ◽  
Sociodemographic Variables ◽  
Significant Difference ◽  
Children With Intellectual Disability

This study was conducted to examine the burden, social support, and life satisfaction among caregivers of children with intellectual disability. The level of burden, social support, and life satisfaction of caregivers; the relationship among burden level, social support, and life satisfaction; and burden level difference across sociodemographic characteristics of the participants were the objectives of this study. With inclusion criteria of availability, willingness, and pertinent priority of being parents, grandparents, and siblings of the child, 74 caregivers were selected using comprehensive sampling technique. Descriptive statistics, one sample t test, Pearson correlation coefficient, independent sample t test, and one-way analysis of variance, were used for data analysis. The findings revealed that caregivers are experiencing much level of burden with inadequate social support and have pitiable satisfaction in their life. Burden is negatively correlated with social support and life satisfaction, but social support is positively correlated with satisfaction in life. Some of the sociodemographic variables, such as sex and school, were showing significant differences in the experiences of burden level, while all other sociodemographic variables used in this study were not having significant difference. The result implied that caregivers are in need of social support so as to outweigh the level of burden and enhance their satisfaction in life.

scholarly journals Continuous Professional Development on Job Performance of Registered Nurses in Ghana

2019 ◽  
Vol 7 (1) ◽  
pp. 116-128
Author(s):  
SIMON AKWASI OSEI ◽  
Antwi Fiskvik Boahemaa ◽  
Williams Kwasi Peprah ◽  
Akua Asantewaa Marfo-Kusi ◽  
Blesslove Nimako Pinamang
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Registered Nurses ◽  
Clinical Experience ◽  
Pearson Correlation ◽  
Healthcare Setting ◽  
Continuous Professional Development ◽  
Correlational Research ◽  
Significant Difference ◽  
Healthcare Administrators

INTRODUCTION: Continuous Professional Development (CPD) offers nurses the opportunity to improve their knowledge, skills, and also improve their performance in the healthcare setting. The purpose of the study was to examine if there is a relationship between CPD and job performance and to find if there is a significant difference of job performance when sex, age, and clinical experience are considered.  METHOD: Correlational research design was utilized; 164 registered nurses were conveniently sampled from Ghana. The study utilized a self-constructed survey questionnaire for continuous professional development while Six Dimension Scale of Nursing Performance (SDNS) developed by Schwirian (1978) was adopted and modified to measure the job performance of nurses. The statistical treatments used were Pearson Correlation, t-test, and ANOVA to address the research questions. RESULTS: The study showed that there was a moderate positive significant relationship between continuous professional development and job performance. There was no significant difference in job performance when age, sex, and clinical experience are considered.  DISCUSSION AND RECOMMENDATION: Healthcare administrators should encourage and advocate for the participation of nurses in continuous learning to improve nurses’ knowledge and skills. Institution policies should be properly aligned to help nurses in the participation of professional roles. Further research should explore other variables in relation to continuous professional development to improve the job performance of nurses.

A Framework for Effective Online Professional Development

2018 ◽  
pp. 210-232
Author(s):  
Heidi Marie Rock
Keyword(s):  
Professional Development ◽  
Pilot Project ◽  
Online Professional Development ◽  
Classroom Behaviors ◽  
Time Duration ◽  
Face To Face ◽  
Effective Professional Development ◽  
Significant Difference ◽  
Professional Development Needs ◽  
And Training

This chapter presents a research-based framework for effective online professional development for in-service teachers. Changes in technology allow teachers to engage in different forms of professional development delivery, including online. In order to affect a change in teacher classroom behaviors, online professional development needs to be on par with effective face-to-face professional development. This study uses archival data from the Ohio Performance Assessment Pilot Project in which teachers engaged in either face-to-face or online professional development that was aligned to six characteristics of effective professional development (workshops, outside experts, time, duration, activities, and content). The results of this study found there is no statistically significant difference in student learning outcomes when teachers engaged in comparably designed face-to-face or online professional development. This framework serves as a guide for institutions of higher education as they continue to design and implement professional development through coursework and training.

scholarly journals Knowledge and Practice of Breast and Complementary Infant Feeding Among Mothers in Shinasha Culture: The Case of Bullen Woreda, Metekel Zone, Ethiopia

2021 ◽  
Vol 4 (1) ◽  
pp. 51-64
Author(s):  
Assefa Hirpa Anbesho ◽  
Getachew Roba Agegnew
Keyword(s):  
Infant Feeding ◽  
Pearson Correlation ◽  
Group Discussion ◽  
Age Groups ◽  
Health Extension Workers ◽  
Significant Difference ◽  
Knowledge And Practice ◽  
Duration Of Breastfeeding ◽  
One Way Anova ◽  
Metekel Zone

The objective of this study was to investigate knowledge and practice of breast and complementary infant feedings among mothers of Shinasha culture in Bullen Woreda. The study was undertaken in four kebeles and 80 participants were selected by using convenient sampling. Questionnaire, interview and focus group discussion were used to collect data. The data were analyzed using SPSS version 26 to compute descriptive statistics, Pearson correlation and one-way ANOVA. The result of analysis reveals that mothers were not given any information about infant feeding before birth of the infant and after birth of the infant mothers got information about breast and complementary infant feeding elder mothers. There is no significant difference among mothers on their knowledge and practice of breast and complementary infant feeding on the three categories of age. Mothers lacked sufficient knowledge about importance of breast feeding for breastfeeding mothers and biased in duration of breastfeeding between both sexes of their infants. The knowledge of complementary infant feeding mothers reported that male infants should start complementary foods earlier than female infants. It is concluded that there is no statistically significant difference among mothers by their knowledge level practices on breast and complementary infant feeding on their age groups. Finally, it was recommended that all concerned bodies of the community, health extension workers etc. should take their parts in educating and creating awareness for mothers about breast and complementary infant feeding.

scholarly journals ICT Teachers’ Acceptance of “Scratch” as Algorithm Visualization Software

2016 ◽  
Vol 6 (4) ◽  
pp. 146 ◽  
Author(s):  
Fatih Saltan ◽  
Mehmet Kara
Keyword(s):  
Technology Acceptance ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Computational Thinking ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mixed Method Research ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
Algorithm Visualization

<p>This study aims to investigate the acceptance of ICT teachers pertaining to the use of Scratch as an Algorithm Visualization (AV) software in terms of perceived ease of use and perceived usefulness. An embedded mixed method research design was used in the study, in which qualitative data were embedded in quantitative ones and used to explain the results. The data were collected from 214 pre-service ICT teachers studying in four large public universities. Data was gathered through a questionnaire adapted from David’s Technology Acceptance Survey (1989) and through open-ended questions. T-test and Pearson correlation, as well as descriptive statistics, were used to analyze quantitative data and constant analysis techniques were used to analyze qualitative data. Both kinds of data were mixed and are presented in the results section. The results show that pre-service ICT teachers mainly have positive and similar Scratch acceptance scores in terms of usefulness and ease of use. The factors explaining participants’ perceived usefulness are identified as visual interface (37%), pedagogy(36%), and computational thinking (27%). The majority of the participants also found Scratch to be easy to use. Pre-service ICT teachers explained that what makes AV software easy to use is color separation (40%), drag and drop (30%), and familiar interface (30%). Additionally, no significant difference between the acceptance scores of the participants was found in terms of gender, years of programming experience, programming background, and the high school they graduated from as indicators of programming experience. Results congruent with previous studies regarding Scratch were found by the current study.</p>

scholarly journals The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 20-39
Author(s):  
Endelibu Goa
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
English Language Teachers

This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.

scholarly journals Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Damaris Kariuki ◽  
Florence Itegi ◽  
Norbert Ogeta
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Teacher Participation ◽  
School Level ◽  
Public And Private ◽  
Service Training ◽  
Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

scholarly journals The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China

2017 ◽  
Vol 10 (4) ◽  
pp. 100 ◽  
Author(s):  
Tao Xiong ◽  
Xiuzhen Xiong
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Rural Areas ◽  
Primary Schools ◽  
English Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Efl Teachers ◽  
The Status

Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.

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