Self-management resource in increasing professional vitality and developing the managerial culture of teachers

The article discusses issues related to the problems of professional viability of an education worker in an electronic information and educational environment. Self-management and time management are considered as tools for the professional and personal development of teachers. The theses are confirmed with the research study results of the faculty of the Department of Educational Systems Management named after T. I. Shamova of MPGU.

Determinants and Outcomes of Professional Vitality: Evidence from China

The processes underlying professional vitality in the workplace based on organizational variables such as perceived organizational support and career satisfaction, have received little attention from researchers. We proposed professional vitality as a positive dimension in career development and empirically examined its determinants and outcomes. Within our conceptual framework, light was shed on the effect of professional vitality as a critical component in career satisfaction. We collected data from 218 students enrolled part-time in the Master of Business Administration course at a large public university in China. The results showed that perceived organizational support and trust were closely connected to the students' professional vitality and career satisfaction. Moreover, we found that professional vitality played a partial mediating role between perceived organizational support, trust, and career satisfaction. The theoretical and practical implications for future research are discussed.

Curriculum and Instruction Design

Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should curriculum design be privatized and limited to commercial vendors? Should teachers design their own curriculum? Who should design the instructional materials? Should all materials be professionally designed by a vendor? As we noted in the previous chapter, technology teachers have had a century of freedom in designing and customizing their curriculum and instruction to suit themselves, their community, or the students. This had its advantages in diversity. The disadvantages, as we noted, related to the inconsistencies from school to school, even in the same district. When the teacher departed from a school, he or she typically departed with the curriculum and instructional materials. New teachers often began their first school year with little more than what they carried with them from their teacher preparation programs and student teaching experiences. One major problem was that when it came time for governments to identify priorities in the schools, technology studies was overlooked because of its incoherent curriculum. As indicated in Chapter VIII, the international trend is quickly shifting toward standards and unified curriculum in design and technology—the trend is toward a consistent scope and sequence of content for the study of technology. Common curriculum and goals along with content and performance standards are the trends. From a perspective of professional vitality and political finesse, these trends are healthy. These trends offer the potential for long-term sustainability of technology studies in the schools. Nevertheless, given that all curricula are fallible and have shortcomings, teachers will always have a need for dispositions toward, or skills and knowledge in, curriculum and instructional design.

Virtual Peer Mentoring (VPM) Might Facilitate the Entire EBLIP Process

Implications for Practice • Virtual Peer Mentoring (VPM) is one possible means for maintaining one’s continuous professional vitality. • Mentoring relationships can thrive despite boundary crossings or multiple relationships provided both participants uphold ethical principles. • Virtual peer mentoring is a possible response to the short supply of high level professionals with time to mentor junior staff. Implications for Research • Professional associations must take the lead in identifying the most important and answerable questions facing our profession. • Where authoritative evidence does not exist for an informed decision a mentor may advise a protégé on the potential for further research • Despite scarce research on Virtual Peer Mentoring, we can infer guidance from similar research on distance learning and collaborations.