Role Perception among Faculty Members at Teacher Education Colleges

Grobgeld, Esther; Teichman-Weinberg, Ariela; Wasserman, Egoza; Ben-Av, Mercedes Barchilon

doi:10.14221/ajte.2016v41n5.6

“…Finally, media library function posts videos or any other media. [10,13] Grobgeld, Teichman-Weinberg et al (2016) [15] stated that the faculty members' perception is a range of viewpoints, attitudes, understandings, approaches, or expectations that are related to the status within the organization. On the other hand, the competency level of faculty members directly influences the use of technology for teaching and learning purposes.…”

Section: Introductionmentioning

confidence: 99%

Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia

Ibrahim

¹

,

Mohamed²,

Aldhafeeri³

et al. 2019

JNEP

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Background and objective: The faculty members' perceptions regarding Blackboard as the pedagogical management tool plays a vital role in learning and teaching process. Aim: To survey the perceptions of faculty members towards utilizing Blackboard in the teaching system at Hafr Al-Batin University. Methods: Design: Quantitative descriptive design was utilized depending on online surveys. Setting: The study was conducted in all Colleges of Hafr Al-Batin University. Participants: 174 faculty members from different colleges at the University of Hafr Al-Batin. Tools: Questionnaire consisted of two parts; the first includes the faculty demographic information and the second describes faculty perception in four sections; usefulness, enjoyment, satisfaction, and challenges. Results: The study demonstrated that perceived "usefulness" and "enjoyment" were the most highly mean scores. Conclusions: The faculty members have a positive attitude towards the implementation of the Blackboard system. Recommendations: A great need for training of both faculty members and students in the Blackboard system regularly.

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“…Such organizational role definition would clarify the organization's employee requirements [ 5 ]. However, little research exists about the social-organizational and psychological dimensions related to associated viewpoints, attitudes, understandings, approaches, or expectations—that is, the role perception [ 5 , 6 ]—of occupational therapists who work in education systems.…”

Section: Introductionmentioning

confidence: 99%

“…Such organizational role definition would clarify the organization's employee requirements [ 5 ]. However, little research exists about the social-organizational and psychological dimensions related to associated viewpoints, attitudes, understandings, approaches, or expectations—that is, the role perception [ 5 , 6 ]—of occupational therapists who work in education systems. A new study found that teamwork in the education system, relationship with parents, professional abilities, and a broad connection to the profession was the main factors of occupational therapists' role perception in the educational environment [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…Role perception and its actualization are a combined expression of the individual's psychological dimension and the social-organizational dimension in which they act [ 6 ]. It is subjective: two workers with identical role definitions can have entirely different role perceptions [ 5 ]. The definitions deal with internal and external factors that affect role perception.…”

Section: Introductionmentioning

confidence: 99%

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Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills

Fogel

¹

,

Lamash

²

2021

Occupational Therapy International

2

0

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Although the main framework for occupational therapy includes delivery of services in educational institutions with students with disabilities, little is known about how the occupational therapists perceive their role in this specific system. This research examines an integrated conceptual model wherein self-efficacy explains the occupational therapists’ role perception with employability skills as a mediator. Participants, 147 occupational therapists working in educational systems, completed an online demographic questionnaire, the Perception Questionnaire for Occupational Therapists in the Education System, General Self-Efficacy Questionnaire, and Employability Key Questionnaire. The proposed model was analyzed by the structural equation model (SEM) using AMOS software. The SEM provided excellent goodness of fit indices, χ 2 24 = 40.49 ; p = .019 ; NFI = .93 ; CFI = .97 ; RMSEA = .07 ; SRMR = .05 , and explained 40% of the variance in role perception. These findings highlight employability skills as the primary contributor that affects occupational therapists’ role perception. Self-efficacy and employment skills influence how occupational therapists working in education systems perceive their roles; thus, employment skills should be included in professional training and development courses. This study has implications for occupational therapists working on the education system to understand the meaningful effects of employability skills as critical to developing and improving their role perception.

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“…The teacher educators especially see themselves highly competent in the items regarding personal characteristics and values. In a study conducted by Grobgeld et al (2016) in Israel with the participation of 178 teacher educators to determine the profile of these teacher educators, it was found that the teacher educators see themselves competent in terms of personal characteristics and values and care more about their identity of a teacher than their identity of a researcher or a member of an organization.…”

mentioning

confidence: 99%

Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey

Cicek¹,

Taşpınar²

2021

IES

0

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The purpose of the current study is to determine teacher educators’ level of general subject matter competency perception and to investigate whether this level varies depending on different variables. In the collection of the data of the study employing the survey model, a single dimension and 106-item “scale of teacher educators’ general subject matter competency perceptions” was used. The scale was prepared in the online environment and sent to 8200 faculty members working in education faculties all over Turkey by e-mail. A total of 789 teacher educators responded to the scale. It was found that the teacher educators generally consider themselves highly competent in terms of general subject matter competences. The area with the lowest competence perception level was found to be foreign language. The teacher educators’ general subject matter competence perceptions were found to be not varying significantly depending on their gender, type of the university where they are working (state/foundation), academic title, discipline (educational sciences/subject area education) and teaching experience. In light of these findings, it can be argued that these competences should be considered in the recruitment of teacher educators in education faculties.

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Role Perception among Faculty Members at Teacher Education Colleges

Cited by 12 publications

References 54 publications

Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia

Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia

Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills

Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey

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