Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers' intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers' job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers' self-efficacy. Implications for the supportive role of the principal in the teachers' first year in the profession are discussed

Teachers' ideas versus experts' descriptions of 'the good teacher' in postgraduate medical education: implications for implementation. A qualitative study

Contains fulltext : 96394.pdf (publisher's version ) (Open Access)BACKGROUND: When innovations are introduced in medical education, teachers often have to adapt to a new concept of what being a good teacher includes. These new concepts do not necessarily match medical teachers' own, often strong beliefs about what it means to be a good teacher.Recently, a new competency-based description of the good teacher was developed and introduced in all the Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. We compared the views reflected in the new description with the views of teachers who were required to adopt the new framework. METHODS: Qualitative study. We interviewed teachers in two Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. The transcripts of the interviews were analysed independently by two researchers, who coded and categorised relevant fragments until consensus was reached on six themes. We investigated to what extent these themes matched the new description. RESULTS: Comparing the teachers' views with the concepts described in the new competency-based framework is like looking into two mirrors that reflect clearly dissimilar images. At least two of the themes we found are important in relation to the implementation of new educational methods: the teachers' identification and organisational culture. The latter plays an important role in the development of teachers' ideas about good teaching. CONCLUSIONS: The main finding of this study is the key role played by the teachers' feelings regarding their professional identity and by the local teaching culture in shaping teachers' views and expectations regarding their work. This suggests that in implementing a new teaching framework and in faculty development programmes, careful attention should be paid to teachers' existing identification model and the culture that fostered it

University rankings:What do they really show?

University rankings as developed by the media are used by many stakeholders in higher education: students looking for university places; academics looking for university jobs; university managers who need to maintain standing in the competitive arena of student recruitment; and governments who want to know that public funds spent on universities are delivering a world class higher education system. Media rankings deliberately draw attention to the performance of each university relative to all others, and as such they are undeniably simple to use and interpret. But one danger is that they are potentially open to manipulation and gaming because many of the measures underlying the rankings are under the control of the institutions themselves. This paper examines media rankings (constructed from an amalgamation of variables representing performance across numerous dimensions) to reveal the problems with using a composite index to reflect overall performance. It ends with a proposal for an alternative methodology which leads to groupings rather than point estimates

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays

Introduction The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals. We do not know whether participation in peer meetings also makes a positive contribution to the learning experiences of undergraduate students in terms of reflection. Aim The aim of this study is to gain an understanding of the role of peer meetings in students’ learning experiences regarding reflection. Method A phenomenographic qualitative study was undertaken. Students’ learning experiences in peer meetings were analyzed by investigating the learning reports in students’ portfolios. Data were coded using open coding. Results The results indicate that peer meetings created an interactive learning environment in which students learned about themselves, their skills and their abilities as novice professionals. Students also mentioned conditions for a well-functioning group. Conclusion The findings indicate that peer meetings foster the development of reflection skills as part of professional behaviour

Fishing for complementarities : competitive research funding and research productivity

This paper empirically investigates complementarities between different sources of research funding with regard to academic publishing. We find for a sample of UK engineering academics that competitive funding is associated with an increase in ex-post publications but that industry funding decreases the marginal utility of public funding by lowering the publication and citation rate increases associated with public grants. However, when holding all other explanatory variables at their mean, the negative effect of the interaction does not translate into an effective decrease in publication and citation numbers. The paper also shows that the positive effect of public funding is driven by UK research council and charity grants and that EU funding has no significant effect on publication outcomes

Networking and the development of professionals: Beginning teachers building social capital

Beginning teachers need support when starting their teaching career. Networking can help teachers develop social capital which supports their development as professionals on their career journey. This paper presents case studies of three secondary school trainee teachers during an English year-long initial teacher education programme. The relationships supporting trainees were characterised differently: for practice development as opposed to enhancing a sense of belonging to the profession. Whether supportive relationships developed depended not only on the trainees but also on others. The paper encourages those involved in teacher education to promote social-capital building as supportive of the development of teachers as professionals

Low CD4/CD8 T-Cell Ratio Associated with Inflammatory Arthropathy in Human T-Cell Leukemia Virus Type I Tax Transgenic Mice

Human T-cell leukemia virus type I (HTLV-1) can cause an aggressive malignancy known as adult T-cell leukemia/lymphoma (ATL) as well as inflammatory diseases such as HTLV-1-associated myelopathy/tropical spastic paraparesis (HAM/TSP). A transgenic mouse that expresses HTLV-1 Tax also develops T-cell leukemia/lymphoma and an inflammatory arthropathy that resembles rheumatoid arthritis. The aim of this study was to identify the primary T-cell subsets involved in the development of arthropathy in Tax transgenic mice. mRNA was strong in the spleen and joints of arthropathic mice, with a 40-fold increase compared with healthy transgenic mice.Our findings reveal that Tax transgenic mice develop rheumatoid-like arthritis with proliferating synovial cells in the joints; however, the proportion of different splenic T-cell subsets in these mice was completely different from other commonly used animal models of rheumatoid arthritis. The crucial T-cell subsets in arthropathic Tax transgenic mice appear to resemble those in HAM/TSP patients rather than those in rheumatoid arthritis patients

Learning and the development of social identities in the subjects Care and Technology

This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum - Care and Technology. It analyzes interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class-related preferences and learning outcomes. The subjects Care and Technology refer on the one hand to social practices with which groups of students identify in different ways. On the other hand students also appear to make active use of these subjects in their identity development. We argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that social positions and identities are not inhibitive, and the restrictive character of social identities is challenged