Need for In-Service Training for Teachers and It’s Effectiveness In School.

Omar, Che Mohd Zulkifli Che

doi:10.31686/ijier.vol2.iss11.261

Cited by 33 publications

(40 citation statements)

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“…This finding is consistent with the result of a study done in Malaysia where in-service training had improved ECTP by empowering teachers to be systematic and logical. 19 The current study showed that teaching 5-12 students per clinical unit is positively associated with ECTP. This result is consistent with the result of a study done at the Department of Midwifery in Mekelle University that suggested 5-8 students per clinical unit to effectively provide clinical education.…”

Section: Discussionmentioning

confidence: 50%

“…We developed part of the questionnaire that encompass independent variables by incorporating both locally relevant factors that were not studied previously and factors identified by different studies conducted elsewhere. [19][20][21][22] To do this we determined the variables depending on the objective of the study; followed by formulating, sequencing, formatting the questions, and finally, we pre-tested as part of the whole questionnaire. The part of the questionnaire used to measure the outcome variable was adopted from the clinical teachers' effectiveness inventory tool developed by Mogan & Knox.…”

Section: Data Collection Procedures Instrumentmentioning

confidence: 99%

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Effective Clinical Teaching Practice and Associated Factors Among Midwifery Educators in Public Universities of Ethiopia: Institution-Based Cross-Sectional Study

Kitaba¹,

Weldemariam²,

Belachew³

et al. 2021

AMEP

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Background Although effective clinical teaching realistically improves learners to be competent, in Ethiopia only 31.6% of midwifery graduates have passed the national proficiency standard for graduation. Likewise, research evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia. Objective This study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in public universities of Ethiopia. Methods Institution-based cross-sectional study was conducted in April 2019 on 424 midwifery educators selected by simple random sampling technique. Data were collected through email by using a semi-structured, pretested, self-administered questionnaire, entered into Epi-data version 4.2, and analyzed by SPSS version 23. Bivariate and multivariable logistic regression analyses were done to test the association. The odds ratio at 95% confidence interval (CI) and P-value <0.05 were used to ascertain statistical significance. Results Only 178 (47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95% CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95% CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95% CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95% CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95% CI=2.43, 9.25), using performance-based assessment tool (AOR =1.82; 95% CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95% CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice. Conclusion Less than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators’ clinical teaching experience, training, and adherence to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, educators should adhere to the standards for effective clinical teaching and receive training on effective teaching.

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Section: Discussionmentioning

confidence: 50%

Section: Data Collection Procedures Instrumentmentioning

confidence: 99%

Effective Clinical Teaching Practice and Associated Factors Among Midwifery Educators in Public Universities of Ethiopia: Institution-Based Cross-Sectional Study

Kitaba¹,

Weldemariam²,

Belachew³

et al. 2021

AMEP

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“…Thus, there is a greater need to rapidly transform teachers' professional efficiency and professional development demands to continue with their occupational practices as well as to adapt to them new conditions. For example, teachers are expected to develop both individually and professionally to meet the requirements of the current age as well as to increase the performance of their institutions (Aydın, 2011a;Omar, 2014). Over time, the professional development process can lead to the transformation of teachers' beliefs and teaching practices, which allows them to focus on changes that will ultimately increase the success of their students' (Martin et al, 2019).…”

Section: The Concept Of Professional Developmentmentioning

confidence: 99%

“…Professional development needs are the gaps that exist between the competencies employees already have and those competencies they need to gain to work effectively and satisfactorily in both the present and future. Needs analysis is a process 430 that can be utilized to identify the differences between employees' current and expected competencies (Omar, 2014). In this respect, doing needs analysis makes it possible for teachers to receive training that is more suitable and applicable for the structure of their classes (Bayrakçı, 2009).…”

Section: Professional Development Needs Analysis Techniquesmentioning

confidence: 99%

Professional Development Needs Analysis of School Administrators and Teachers in Turkey

Aydın¹,

Toptaş²,

Kaysılı³

et al. 2021

Kastamonu Eğitim Dergisi

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Purpose: This study aimed at determining the professional development needs of school administrators and teachers working in Mamak, Ankara and to what extent they needed these trainings were reported in this study.Design/Methodology/Approach: A two-stage path needs analysis model used for the study. First, the nominal group technique was implemented. Second, according to the results, the professional development training needs were turned into targeted surveys for each participant group. The data collected from school administrations and teachers working in Mamak. Findings:The school administrators need leadership; pre-school teachers need picture analysis; primary school teachers need creative drama; middle-school teachers need integration with the digital world; high-school teachers need first-aid; special education teachers need techniques for changing problematic behaviors, and guidance and psychological counseling teachers need solution-oriented therapy training. Highlights:The findings have revealed that while school administrators and teachers need core skills related to their fields. They mostly need contemporary training subjects so they can keep up with the times. The training which is commonly needed by the school administrators, pre-school, primary, middle, and high school teachers is first-aid training and the main reasons of this need can be examined in depth through further studies. It was shown in the results that the nominal group results and the surveys differed for all groups. In conclusion, a single needs analysis approach was insufficient for identifying professional development needs, and it is necessary to utilize one or more techniques together. Policymakers and/or practitioners may develop projects and activities, related to the priority subject areas of this study, aimed at improving schools. ÖzÇalışmanın amacı: Bu araştırmanın amacı Ankara'nın Mamak ilçesinde görev yapan okul yöneticileri ile öğretmenlerin mesleki gelişim ihtiyaçlarının belirlenmesi ve bu eğitimlere ne düzeyde ihtiyaç duyduklarının tespit edilmesidir.Materyal ve Yöntem: İki aşamalı ihtiyaç belirleme tekniğinden yararlanılmıştır. Öncelikle, nominal grup tekniği uygulanmıştır. Sonrasında, elde edilen sonuçlara uygun şekilde her bir katılımcı grubu için ayrı ayrı anketler hazırlanmıştır.Bulgular: Okul yöneticileri en fazla liderlik; okul öncesi öğretmenleri resim analizi; ilkokul öğretmenleri yaratıcı drama; ortaokul öğretmenleri dijital dünyayla entegrasyon; lise öğretmenleri ilkyardım; özel eğitim öğretmenleri problem davranış değiştirme teknikleri; rehberlik ve psikolojik danışma öğretmenleri çözüm odaklı terapi eğitimlerine ihtiyaç duymaktalardır.Önemli Vurgular: Araştırma bulgularına göre okul yönetici ve öğretmenlerinin, alanlarının gerektirdiği temel becerilere ihtiyaç duydukları görülmüştür. Buna karşın çağa ayak uydurabilmek adına, en fazla çağdaş yaklaşımlar konusunda kendilerini geliştirmeyi istemektelerdir. Okul yöneticileri, okul öncesi, ortaokul ve lise öğretmenlerinin ortak olarak ihtiyaç duydukları konu ilk...

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“…The in-service teacher training programs are conducted to link any program given to teachers who are already working in schools to update and to increase their knowledge, technical skills and so on [9]. Several factors that contribute to the effectiveness of in-service training are the administrator's role, teachers' attitudes, training needs and strategies for conducting in-service training [10]. In line with this opinion, Vaillant & Manso argue that training institutions must have the leadership, authority, budget, personnel, infrastructure, and resources for learning preparation to reach state standards [11].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Conformity Level between the Importance Level and Program Performance at the Subject Teacher Forum

Subroto¹,

Raharjo²

2021

Proceedings of the 6th Asia-Pacific Education and Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

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This present research aims at obtaining information about the conformity level between the levels of importance and performance of the teachers' professional development program at the Subject Teacher Forum based on teachers' perceptions. There are five research indicators, namely: program structure, administrator's readiness, teachers' needs, teachers' motivation and institutional support. The research subjects were junior high school Mathematics teachers. The data collection technique used a questionnaire with a Likert scale, consisting of five importance level points and five performance points. This research analysis used a quantitative descriptive approach. The results point out that there are three indicators whose conformity level is above average (> 81%) and close to 100%, namely program structure, teachers' needs and teachers' motivation. The conclusion is that the level of conformity between the level of importance and program performance tends to be good. However, this program is necessary to improve institutional support and administrator's readiness.

show abstract

Need for In-Service Training for Teachers and It’s Effectiveness In School.

Cited by 33 publications

References 2 publications

Effective Clinical Teaching Practice and Associated Factors Among Midwifery Educators in Public Universities of Ethiopia: Institution-Based Cross-Sectional Study

Effective Clinical Teaching Practice and Associated Factors Among Midwifery Educators in Public Universities of Ethiopia: Institution-Based Cross-Sectional Study

Professional Development Needs Analysis of School Administrators and Teachers in Turkey

An Analysis of the Conformity Level between the Importance Level and Program Performance at the Subject Teacher Forum

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