Providing a structural model of professional self-development for faculty members
Subject Areas :Mitra Sadeghi Tabar 1 , nadergholi ghorchian 2 * , parivash jafari 3 , Amir Hossein Mohammad Davoudi 4
1 - PhD Student, Faculty of Management and Economics, University of Science and Research, Tehran, Iran
2 - Professor, Department of Educational Management, Faculty of Management and Economics, University of Research Sciences, Tehran, Iran
3 - Associate Professor, Department of Educational Management, Faculty of Management and Economics, University of Science and Research, Tehran, Iran
4 - Associate Professor, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh Branch, Saveh, Iran
Keywords: professional self-development, faculty members, universities,
Abstract :
The present study aimed to provide a structural model of professional self-development of faculty members. The research method was descriptive-correlation and structural equations. The study population consisted of all faculty members of Tehran, Shahid Beheshti and Allameh Tabatabai universities, 3460 people, which was determined using random sampling method and with the help of Morgan table, 346 people. To collect the data, a researcher-made professional self-development questionnaire with reliability (α = 0.97) was used, which examines 5 dimensions of professional self-development. The results of analysis with the help of LISREL software and structural equation modeling analysis showed that the professional self-development structural model of faculty members has five key dimensions including professional self-development competencies, professional self-development action and implementation, professional self-development planning, professional self-development tendency and professional self-development effective factors. Which has a good fit with the data. The results showed that the effective factors with path coefficient (γ = 0.52) affected the tendency to professional self-development. Also, inclination with path coefficient (γ = 0.92) has affected professional self-development planning. In addition, path coefficient planning (γ = 0.95) has influenced professional self-development action and practice. Finally, action and practice have affected the professional self-development competencies with path coefficient (γ = 0.83).
1. Vanhala M, Ahteela R. The effect of HRM practices on impersonal organizational trust. Management Research Review .2010; 34(8): 869-888.
2. Orvis KA & Ratwani KL. Leader Self-Development: A Contemporary Context for Leader Development Evaluation", Leadership Quarterl, 2010; 21: 657-674.
3. Mcallister R. J. Emotions: Mystery or Madness. Author House; 2007.
4. Fried S. American popular psychology: An interdisciplinary research guide. New York: Garland; 1994.
5. Holzinger A, Matschinger H, Angermeyer M. What to do about depression? Self-help recommendations of the public. International Journal of Social Psychiatry. 2012; 58(4): 343-349.
6. Nathan T. Change we can (almost) believe in, Time. 2011; Retrieved fromhttp://www.time.com/time/magazine/article/0,9171,2055188,00.ht ml.
7. Farrand P. Development of a supported self-help book prescription scheme in primary care. Primary Care Mental Health. 2005; 3(1): 61-66.
8. Lammintakanen J, Kivinen T, Kinnunen J. Human resource development in nursing: Views of nurse managers and nursing staff. Journal of Nursing Management. 2008; 16(5): 556-564.
9. Lyons R. Strategic Human Resource Development impact on organizational performance: Does SHRD matter? Doctoral dissertation, North Dakota State University; 2016.
10. Abdul Latif Nazar, Muhammad Suhail, Mehmood Khan, Tariq. Human Resource Development: strategies for sustainable rural development. Asian Social Science, 2011; 7(9).
11. Pedler M, Burgoyne J, & Boydell T. A manager's guide to self-development. Maidenhead, Berkshire, UK: McGraw-Hill House.;2001.
12. Boyce, Lisa A, Zaccaro, Stephen J, Wisecarver M.Z. Propensity for self-development of leadership attributes: understanding, predicting, and supporting performance of leader self-development. Leadership Quarterly. 2010; 21(1): 159-178.
13. Ellinger A. D. The concept of self-directed learning and its implications for human resource development. Advances in Developing Human Resources. 2004; 6(2): 158−177.
14. Khasanov O.V, Karimova A.A. Esl Teacher Professional Self-development Within Lifelong Educational Environment. Selection and Peer-review Under Responsibility of the Organizing Committee of the conference.2017;Published by Future Academy www.FutureAcademy.org.uk
15. Bladergroente M, Bytheway A, Cantoni L et al. I can't fall behind! Aspirations, technology and becoming a teacher in South Africa. SACJ. 2014; 54 : 1-9.
16. Alhaddad M. Career self-management in ascription cultutre. Thesis submitted for the degree of Doctor of Philosophy, Brunel School of Business and Management Brunel University; 2014.
17. Antonova N. Economic identity and professional self-determination. Athens Journal of Social Sciences, 2014; 1(1): 71-82.
18. London M, Holtlarsen, Thisted L N. Relationships Between Feedback and SelfDevelopment. Group & Organization Management. 2013; 24(2): 5-12
19. Orvis k, Gregory P, Leffler. Individual and contextual factors: An interactionist approach to understandingemployee self-development. Personality and Individual Differences. 2011; 51(3): 172–177.
20. Reichard R. J, Stefanie K, Johnson. Leader self-development as organizational strategy. The Leadership Quarterly. 2011; 22 (2): 33–42.
21. Elena V, Asafova and Oksana V, Vashetina. Professional and Pedagogical Self-Development of Master’s Students, future teachers of vocational and higher education institutions; 2021.
22. Natalia F, Marina Z, Elena P.S, Elena P. Professional self-development of future specialists in the field of ecological psychology in the context of distance learning. UESF-2021 E3S Web of Conferences;2021. 258, 07029
23. Makovec D. The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education.2018;6(2) DOI:10.5937/ijcrsee1802033M
24. Noben I, Deinum J.F, Hofman W.H.A. How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions. Studies in Educational Evaluation. 2021; 68(1), 00966 DOI: https://doi.org/10.1016/j.stueduc.2020.100966
25. Haug B.S, Mork S.M. Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development, Teaching and Teacher Education. 2019; 86, 102929 DOI:https://doi.org/10.1016/j.tate.2019.102929
26. Prestridge S. Categorising teachers’ use of social media fortheir professional learning. A self generating professional learning paradigm, Computers & Education. 2019; (129): 143- 158. https://doi.org/10.1016/j.compedu.2018.11.003
27. Suchodoletz A, Jamil F.M, Ross A.A, Larsen A, Hamre B.K. Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education. 2018; 75: 278-289 DOI: https://doi.org/10.1016/j.tate.2018.07.009
28. Osman D.J, Warner J.R. Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education. 2020; 92, 103064 DOI: https://doi.org/10.1016/j.tate.2020.103064
29. Rubin J.C. Third spaces and tensions: Teacher experiences in an international professional development program. Teaching and Teacher Education. 2020; 95: 103141 DOI: https://doi.org/10.1016/j.tate.2020.103141
30. Richter D, Kleinknecht M, Gröschner A. What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education. 2019; 86: 102929 DOI: https://doi.org/10.1016/j.tate.2019.102929
31. Schindler А.K, Seidel T, Gröschner A. Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education. 2021; 100: 103281 https://doi.org/10.1016/j.tate.2021.103281
32. Rutten L. Toward a theory of action for practitioner inquiry as professional development in preserviceteacher education. Teaching and Teacher Education. 2021; 97: 103194 DOI: https://doi.org/10.1016/j.tate.2020.103194
33. Chen G. A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education. 2020; 144: 103670 https://doi.org/10.1016/j.compedu.2019.103670
34. Choi S, Mao X. Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research. 2021; 105: 101711: https://doi.org/10.1016/j.ijer.2020.101711
35. Rutherford T, Long J, Farkas G. Teacher value for professional development, self efficacy, and student outcomes within a digital mathematics intervention. Contemporary Educational Psychology. 2017; 51: 22-36 https://doi.org/10.1016/j.cedpsych.2017.05.005
36. Aksu M.B, Apaydın Ç, Kasalak G. Novice teacher self-efficacy belief: a study of scale development. International Online Journal of Education and Teaching. 2014; 1(4):262-276 http://iojet.org/index.php/IOJET/article/view/58/80