Job-embedded professional development: its impact on teacher self-efficacy and student performance

Althauser, Krista

doi:10.1080/13664530.2015.1011346

Cited by 56 publications

(32 citation statements)

References 21 publications

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“…The results of research conducted by Althauser supporting this study explain that professional development programs can improve teacher self-empowerment and student achievement [26]. The empowerment of teachers personally and publicly through participation in professional development programs has a relationship to improve student achievement in accordance with the objectives of professional development is to improve student achievement.…”

Section: C) Effect Of Principal Learning Leadership and Continuing Prsupporting

confidence: 61%

Leadership Learning and Capacity Building Against the Quality of Teacher Teaching Performance

Suryana¹,

Herawan²,

Kurniady³

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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Through the role of school principals as learning leaders and sustainable professional development towards teacher teaching performance as an effort to improve the quality of education. The aim of the study was to describe the role and influence of leadership learning and sustainable professional development on the quality of teacher teaching performance through a survey method with a quantitative approach. The findings and tests of correlation analysis, simple and multiple regression are expected to prove the hypothesis in this study. Partially, leadership learning and sustainable professional development have moderate and direct relationships with the quality of teacher teaching performance. Simultaneously leadership learning and sustainable professional development have a low effect on the quality of teacher teaching performance. Keywords-teacher teaching performance; leadership of learning; sustainable profession development120

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Section: C) Effect Of Principal Learning Leadership and Continuing Prsupporting

confidence: 61%

Leadership Learning and Capacity Building Against the Quality of Teacher Teaching Performance

Suryana¹,

Herawan²,

Kurniady³

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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“…Engagement is a critical outcome of interest because it (a) is a more proximate outcome than are direct learning outcomes like achievement (Reeve & Lee, 2014), (b) is a critical mechanism that leads to learning outcomes (Reeve et al, 2019), and (c) has impacts on outcomes over and above ability and demographics like socioeconomic status (Reschly & Christenson, 2012). Indeed, previous literature has shown clear evidence that learner engagement is associated with increased job performance (Althauser, 2015; Kim & Koo, 2017; Nipper et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

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The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.

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“…Teacher capacity building is key in acquiring skills and knowledge to enable them set common visions, objectives and being accountable on pupils' outcomes (Thompson, 2014). Learning process is a good experience for teachers who focus on how to improve their skills, pedagogical knowledge, practices and attitudes towards leaners (Althauser, 2015). Much focus can be put on recognizing the lessons learnt that will help participants enhance the implementation of the learnt skills through the intervention projects on teacher capacity building (Lynch et al, 2016) This is a systematic process for developing results that can apply an impact on outcomes, outputs, processes and activities of the intervention project in educational programme.…”

Section: Literature Reviewmentioning

confidence: 99%

Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

Karimi¹,

Mulwa²,

Kyalo³

2021

HES

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To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335.Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R2 is 0.456 this is an indicator that R2 was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b<0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects

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Job-embedded professional development: its impact on teacher self-efficacy and student performance

Cited by 56 publications

References 21 publications

Leadership Learning and Capacity Building Against the Quality of Teacher Teaching Performance

Leadership Learning and Capacity Building Against the Quality of Teacher Teaching Performance

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

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