scholarly journals Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices

2021 ◽  
Vol 18 (6) ◽  
pp. 82-100
Author(s):  
Irit Sasson ◽  
◽  
Noam Malkinson ◽  
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Development Program ◽  
Teaching Profession ◽  
Academic Program ◽  
Pedagogical Practices ◽  
University Training ◽  
The Relationship

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

The Association Between NRMN STAR Grantsmanship Self-Efficacy and Grant Submission

2021 ◽  
Vol 31 (4) ◽  
pp. 559-566
Author(s):  
Harlan P. Jones ◽  
Jamboor K. Vishwanatha ◽  
Edward L. Krug ◽  
Eileen Harwood ◽  
Kristin Eide Boman ◽  
...  
Keyword(s):  
Professional Development ◽  
Sex Education ◽  
Self Efficacy ◽  
Positive Impact ◽  
Early Stage ◽  
Development Program ◽  
Grant Writing ◽  
Academic Rank ◽  
Training Institution ◽  
Federal Grant

Background: Eliminating the NIH fund­ing gap among underrepresented minori­ties (URMs) remains a high priority for the National Institutes of Health. In 2014, the National Research Mentoring Network1 Steps Toward Academic Research (NRMN STAR) program recruited postdoctoral, early-stage and junior faculty to participate in a 12-month grant writing and professional development program. The expectation of the program was to increase the number of grant submissions and awards to URM re­searchers. Although receiving a grant award is the gold standard of NRMN STAR, instill­ing confidence for postdocs and early-stage faculty to submit an application is a critical first step. Based on our previous study, a sustained increase in trainee self-efficacy score over a 24-month period was observed after completing NRMN STAR.Methods: The current study sought to determine the association between self-efficacy score and grant submissions among two cohorts of trainees. Grantsmanship Self-Efficacy was measured using a 19-item questionnaire previously described by and used in our own work, which was originally adapted from an 88-item Clinical Research Appraisal Inventory.2 A binary variable was created to identify trainees who submit­ted an initial or revised proposal vs those who abandoned their proposal or were still writing. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation.Results: As of June 20, 2019, 12 of the 21 (57%) trainees had submitted a grant proposal (eg, NIH, other federal or non-federal grant). For every point increase in 12-month post assessments, Grantsmanship Self-Efficacy scores across all domains had a 44% higher prevalence of submitting a grant after controlling for race, sex, education  level, academic rank, research experience, duration of postdoctoral training, institution type, and NRMN STAR cohort.  Conclusions: Our findings demonstrate that NRMN STAR had a positive impact on trainees’ confidence in grant writing and professional development activities, which resulted in higher grant submis­sion rates.Ethn Dis. 2021;31(4):559-566; doi:10.18865/ed.31.4.559

scholarly journals Determinants of Teachers’ Job Satisfaction: School Culture Perspective

2020 ◽  
Vol 32 (2) ◽  
pp. 151
Author(s):  
Bahir Adem Abdulahi
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
School Culture ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Development Program ◽  
Mixed Data ◽  
The Status ◽  
Teaching Learning ◽  
The Relationship

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

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