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1 – 10 of over 91000
Article
Publication date: 19 December 2018

Susan O’Hara, Joanne Bookmyer, Robin Martin and Renee Newton

Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in…

Abstract

Purpose

Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in developing the ongoing professional growth of teachers. Yet, a key challenge facing districts is a lack of existing systemic structures to support professional growth to foster large-scale instructional improvement. The purpose of this paper is to explore how an organizational resourcing model might be used to build districts’ collective capacity to implement the cornerstones of a professional growth system.

Design/methodology/approach

An explanatory case study, in the context of a partnership between a university-based intermediary and three California school districts, is used to illustrate how districts applied a theory of resourcing as a sustainable capacity-building approach.

Findings

The findings of this paper demonstrate that, to varying degrees, participating districts were able to enact elements of professional growth systems through a recursive interaction of schema shifts, resource use, and intentional actions, supporting a practice-based theory of organizational resourcing. While university intermediaries can both mediate and enable the success of locally designed professional growth systems through a supported resourcing model, the key to sustaining change efforts are cross-role organizational schema shifts and actions taken to operationalize underutilized existing, latent resources.

Research limitations/implications

Case studies do have limitations including not being able to make generalizations from the findings and conclusions.

Originality/value

The corpus of research on educational reform and organizational learning in educational research situates the school as the organizational unit of change. This study contributes to the research by elevating districts as the lever of organizational change for resourcing teacher professional growth systems.

Details

Journal of Professional Capital and Community, vol. 4 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 7 October 2022

Kiran Dhankhar and Abhishek Singh

Drawing upon the career construction theory, the present study aims to propose and test a mediation model exploring the association among technology readiness, adoption of human…

Abstract

Purpose

Drawing upon the career construction theory, the present study aims to propose and test a mediation model exploring the association among technology readiness, adoption of human resource (HR) analytics by HR professionals, and organizational career growth.

Design/methodology/approach

A survey has been conducted to collect data from HR professionals (N = 347) working in various industrial sectors in India. The data collected is analyzed for mediation using SPSS PROCESS Macro (Model 4).

Findings

The study provided evidence about the mediating role of individual adoption of HR analytics between technology readiness (motivators, inhibitors) and organization career growth (career goal progress, professional ability development, promotion speed and remuneration growth).

Research limitations/implications

Firstly, the results provide evidence in relation to the career construction theory with respect to adoption of human resource analytics by HR professionals. Secondly, the study findings validate the technology readiness model in the context of adopting HR analytics. Thirdly and most significantly, the study proposes a novel theoretical framework for adoption of HR analytics by HR professionals in organizations.

Practical implications

The findings imply that HR professionals' technology readiness (motivators and inhibitors) can facilitate better adoption of HR analytics in organizations. Moreover, the adoption of HR analytics shall promote better career growth for HR professionals.

Originality/value

The present study builds and tests a theoretical framework based on technology readiness, individual adoption of HR analytics, and organization career growth. The study is the first of its kind to the best of the authors' knowledge.

Details

Evidence-based HRM: a Global Forum for Empirical Scholarship, vol. 11 no. 3
Type: Research Article
ISSN: 2049-3983

Keywords

Article
Publication date: 2 February 2024

Meghan J. Pifer, M. Cynthia Logsdon, Maria Ibarra and Kevin Gardner

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an…

Abstract

Purpose

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

Design/methodology/approach

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

Research limitations/implications

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

Practical implications

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Originality/value

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 6 June 2016

Deborah M. Netolicky

The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and…

1977

Abstract

Purpose

The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching.

Design/methodology/approach

A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model.

Findings

This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.”

Originality/value

In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

Article
Publication date: 1 March 1997

Nadine Binkley

Considers the language of professional development and demonstrates how principals with different professional beliefs and understandings interpret the language of education…

649

Abstract

Considers the language of professional development and demonstrates how principals with different professional beliefs and understandings interpret the language of education differently. This work is based on a two‐year study of eight principals in a school district undergoing a policy change in the supervision and evaluation of teachers. Because principals mediate through their professional beliefs the language of both policy change and professional development that leads to policy change, groups of principals within a single district may interpret and implement policy change differently. Shows that principals do not necessarily have a common understanding of the language of education. Without a common understanding of language, policy is open to individual interpretation.

Details

Journal of Educational Administration, vol. 35 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 11 October 2019

Jeffrey S. Winter, Sherri Bressman and Efrat Sara Efron

The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research…

Abstract

Purpose

The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being.

Design/methodology/approach

A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program.

Findings

The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations.

Research limitations/implications

Limited sample size and private religious school environment might put limits on implications.

Practical implications

The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being.

Social implications

The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being.

Originality/value

Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 29 June 2020

Adebayo Serge Francois Koukpaki and Kweku Adams

The purpose of this paper is to explore ways in which learning and development (L&D) professionals use reflective practice to promote the function of L&D and their own professional

1476

Abstract

Purpose

The purpose of this paper is to explore ways in which learning and development (L&D) professionals use reflective practice to promote the function of L&D and their own professional growth. The claim that L&D practitioners need to develop their reflective ability to make sense of their own practice is well-argued in the literature, but few studies focus on an in-depth individual self-reflection and its impact on professional growth.

Design/methodology/approach

An autoethnography and reflective practice design was deployed. The data was collected by sending a semi-structured, pre-set question as a ‘reflective conversation’ to an L&D manager and a 10-hour tape recording of personal reflection over three months.[AQ1] Data was sanitised, transcribed and edited, and a narrative data analysis method was used to analyse the data developed into reflective narratives.

Findings

The authors find that reflective practice emerges through gradual reflective patterns that define the circumstances surrounding the reflection, the content, exploration and interpretation and confirming the fulfilling of the reflection.

Originality/value

This paper offers the journey of an L&D manager working in the hotel industry in India. Through a set of reflective practices, including introspection and reflexivity, the manager considers the changes she has experienced. The paper contributes to the literature on reflective practice based on promoting the L&D function as an essential part of the horizontal integration of human resource management in organisations. Theoretical and practical implications are discussed.

Details

European Journal of Training and Development, vol. 44 no. 8/9
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 12 September 2022

Gunjan Tomer and Anupama Sharma

The purpose of this study is to explore the dimensions of technology on which information technology (IT) professionals assess and evaluate a given technology. The authors believe…

Abstract

Purpose

The purpose of this study is to explore the dimensions of technology on which information technology (IT) professionals assess and evaluate a given technology. The authors believe that these dimensions influence their career outcomes and hold the potential to explain the intent to leave among IT professionals.

Design/methodology/approach

This study hypothesizes that the likelihood of a given technology being assessed favorably depends on various technology features perceived by IT professionals. These features influence their career prospects, thus influencing work outcomes like turnover intention. This study uses a survey-based quantitative technique to test the proposed research model. Data has been recorded from 312 IT professionals working in different service-based IT firms.

Findings

The findings of this study indicate that the technology IT professionals work with impacts their work and career-related outcomes. IT professionals evaluate and understand technology to assess the favorability of these technologies. Individual preferences to work with a specific technology are driven by that technology's possible influence on career outcomes such as the availability of job opportunities.

Research limitations/implications

This study proposes that assigned technology influences career outcomes among IT professionals and has a potential to explain their turnover intentions. The authors have found that technologies fulfilling their career expectations, such as better work opportunities and job security, might be favorable for IT professionals. Unmet expectations with the assigned technology affect the turnover intention among IT professionals. Though this study examines turnover intention as an outcome, future studies can explore the attributes of technology relevant to IT professionals and their impact on other significant consequences such as work exhaustion and job satisfaction.

Practical implications

With a growing attrition rate and significant demand for skilled IT professionals, the importance of studying their behavior has become essential for both academia and the industry. Despite ample research, there is still a gap between theory and practice. This study on IT professionals proposes that understanding technology and how it is perceived, understood and evaluated by IT professionals might provide significant insights into their work behavior.

Originality/value

This study contributes to the literature by describing the unexplored phenomenon of the impact of technology assignment on IT professionals' work outcomes. This study is valuable in exploring a new dimension to explain turnover intention.

Details

Journal of Systems and Information Technology, vol. 24 no. 4
Type: Research Article
ISSN: 1328-7265

Keywords

Article
Publication date: 1 June 1996

Charles Farrugia

Proposes a model which lecturers in higher education can adopt to evaluate their current state of professional standing and stimulate their developmental growth. Currently, there…

2897

Abstract

Proposes a model which lecturers in higher education can adopt to evaluate their current state of professional standing and stimulate their developmental growth. Currently, there is greater awareness in many professional groups, especially those in higher education, of the need to engage in critical self‐reflection, quality assurance and the enhancement of educational services. Many are concerned about the threat of deprofessionalization. Introduces the continuous professional development model and describes the significant contributions it can make to staff development programmes, as well as in sensitizing and educating an educational institute’s clients to appreciate fully the services they receive.

Details

Quality Assurance in Education, vol. 4 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 4 September 2017

Heather D. Kindall, Tracey Crowe and Angela Elsass

Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued…

Abstract

Purpose

Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience.

Design/methodology/approach

Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design.

Findings

Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring.

Originality/value

Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

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