Professional Development Effect on Librarian Performance

Abstract

Bckground of the study: Professional development is an activity to increase and improve knowledges, attitudes, and skills that are useful for librarians in carrying out their duties in the library. Padjadjaran University librarians have participated in professional development activities such as attending seminars, workshops, conferences, etc. Librarians’ competencies are obtained from professional development activities which are the most important elements for librarians’ performance improvement. This study discusses how the influence of needs, resources, administrative support, and librarians’ professional development impacted on the performance of librarians at Padjadjaran University Library (UNPAD).Purpose: The purpose is to determine the extent of the influence of needs, resources, administrative supports, and the developments of the librarians’ profession on their performance.Method: This study uses a quantitative approach, with independent variables of professional development (Pan and Hovde, 2010) consisting of needs for professional development, resources for professional development, and administrative support; while the dependent variable is the librarians’ performance (Bernardin and Russell, 1993). The samples were collected using the total sampling method for 87 people in total. The data were tested using validity test, reliability test, multiple regression tests, and hypothesis testing with t-test and f-test.Findings:The results of this study indicate that simultaneously there is a significant influence of professional development on the performance of librarians. And partially, the needs for professional development has a significant influence on performance, resource for professional development has a significant influence on performance, while the Administrative Support does not have any significant influence on library performance. Conclusion: The conclusion of this study is that librarians have participated in professional development activities, both internally and externally. Although they do not get support from a complete institution.

Is International Migration Always Good for Left Behind Households Members? Evidence from Children Education in Cameroon

“…The fact that international migration leads to a negative impact on children's schooling of left-behind households is not a result specific to Cameroon. It has also been observed in Mexico (Antman, 2011;McKenzie and Rapoport, 2011); in the Dominican Republic (Acosta et al, 2007); in China (De Brauw and Giles, 2006), and in Senegal (Kusumawardhani, 2012). The previous assessment of the impact of international migration on all the children of leftbehind households implicitly posits that the household demand for education is homogeneous among all children.…”

“…The idea here is that when a migrant remits money to the household left behind, this relaxes the liquidity constraint faced by that household, allowing it to invest more in the education of children (cf. McKenzie and Rapoport, 2011;Kusumawardhani, 2012 for a precise theoretical formulation of the underlying mechanism). A lot of studies, especially in Latin America have provided empirical evidence supporting the budget constraint relaxing mechanism: Cox Edwards and Ureta (2003) and Acosta (2006) for Salvador; Yang (2008) for the Philippines, L opez-C ordova (2005) and Borraz (2005) for Mexico, Calero et al (2009) for Ecuador.…”

“…Many studies have provided evidence of this negative effect. We can cite, among others, for Mexico, Antman (2011) and McKenzie and Rapoport (2011); for the Dominican Republic, Acosta et al (2007); for China, De Brauw and Giles (2006); and for Senegal, Kusumawardhani (2012). It is important to underline that the "disruption channel" covers different sub-mechanisms, depending on which household member leaves.…”

“…In the case of Cameroon, remittances are still relatively low: US $244 million in 2015, which is less than 1 per cent of GDP. For Senegal, for instance, it is ten times greater (World Bank, 2011, 2016Kusumawardhani, 2012).…”

“…But at the macro level, the literature review on the effects of migration and remittances on child educational outcomes shows mixed results. While some studies show that children from households benefiting from remittances are more successful in school (Cox Edwards and Ureta, 2003;Borraz, 2005;Acosta, 2006;Calero et al, 2009), others lead to more nuanced and even opposite results, finding that children are more successful in households without migration (Antman, 2011;McKenzie and Rapoport, 2011;Kusumawardhani, 2012). These counterintuitive results are explained by the fact that migration has a "depressive" effect on household organization, which is not necessarily counterbalanced by r. In some cases, households with migrants, anticipating low returns to migrant education, may put less value on education than non-migrants households (McKenzie and Rapoport, 2011).…”