Professional Faculty Development Formation Through Course Refresher in Assessing and Facilitating Teaching Learning

Mallillin, Leovigildo Lito D.

doi:10.37745/bjmas.2022.0112

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…It also connects with various ideas and assessments Mallillin, (2023, pp. 12-28) [14] deemed for the purpose and objectives of an individual person. It is an opportunity to overcome the issues, adversity and take privilege for an advantage such as endurance, reach, ownership, and control.…”

Section: Discussionmentioning

confidence: 99%

Psychological Assessment and Behavior of Students: An Intervention for School Curriculum and Development Plan

Lito D Mallillin,

Cumer B Mallillin

2024

IJAMRS

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The study aims to identify the extent of psychological assessment and behavior of students as a basis for an intervention of a school curriculum development plan program among the respondents. Mixed methods are utilized in the study which is a triangulation of Focus Group Discussion (FGD). On the other hand, convenience sampling is used in the selection of the sample size in the study. The study consisted of Two Hundred Fifty (250) psychology students from the different Higher Education Institutions in Metro Manila. It shows that extent of psychological assessment on the behavior of students manages and transforms difficulties that affect the persons’ success and performance and the person’s ability to face obstacles, problems, and situations in life opportunity and advantage, it shows that intelligent quotient determines the ability of the person to utilize his ability on logic, essentials in getting right, and make wise prediction, it shows that emotional quotient determines the assessment based on individual responses to a situation, it shows that spiritual quotient develops self-awareness in discovering and connecting true self-image aligns with the purpose of individual souls, it shows that creative quotient is designed to measure the baseline of creativity aptitude and capability of individual person, and it shows that adversity quotient determines how people can adapt and walk to overcome situation and hardships. Findings show that there is a significant agreement on the extent of psychological assessment and behavior of students as an intervention for school curriculum development plan program as observed among the respondents.

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Section: Discussionmentioning

confidence: 99%

Psychological Assessment and Behavior of Students: An Intervention for School Curriculum and Development Plan

Lito D Mallillin,

Cumer B Mallillin

2024

IJAMRS

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“…Faculty development programs have resulted in an improved structure wherein current faculties perform very differently from their previous teaching practices (Mallillin, 2023).…”

Section: Faculty Development Programs and Professional Developmentmentioning

confidence: 99%

“…According to Mallillin (2023) it is a process that grows through continuous workplace development and engagement while working with colleagues. Faculty development programs promote dignified and well-executed teaching approaches and strategies for professional development (MacPhail et al, 2019).…”

Section: Professional Development and Faculty Engagementmentioning

confidence: 99%

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

Luthra,

Dixit,

Arya

2023

TLO

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Purpose The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined. Design/methodology/approach This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model. Findings Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research. Practical implications This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations. Originality/value The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

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Professional Faculty Development Formation Through Course Refresher in Assessing and Facilitating Teaching Learning

Cited by 2 publications

References 7 publications

Psychological Assessment and Behavior of Students: An Intervention for School Curriculum and Development Plan

Psychological Assessment and Behavior of Students: An Intervention for School Curriculum and Development Plan

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

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