From the point of view of interrole conflict, this study probes into the conflict that a physician encounters in his/her environment and the subsequent conflict effect on the satisfaction and intention to quit. In addition to investigating the source of conflict, the study develops a questionnaire to understand the influence of dual professional conflict on satisfaction and intention to quit. Simultaneously, the study examines the mediating effect of physician's satisfaction on dual professional conflict and intention to quit, and tests the moderating effect of professional commitment on other consequences. The rapid changes of healthcare insurance policy in Taiwan have a great impact on the hospital administration. In addition, it has a tremendous influence on physician¡¦s behaviors, which arouse conflicts on both organizational-professional (OPC) and personal-professional (PPC) levels. In the past, there were few research on interrole conflict, especially on the source of physicians' OPC and PPC. Taiwan¡¦s national health insurance and global budget system is unique (to) healthcare insurance system in the worldwide(Taiwan).Literatures are not enough to offer the cause of the dual conflicts of physicians and relevant consequences. The study, first, carries on case interview in accordance with literature review to form questionnaires and builds up hypotheses. Second, it collects the survey materials by combining quantitative and qualitative research in order to obtain a deeper and more accurate analysis of the study results. Physician including residents and attending physician from both public and private hospitals in Taiwan were enrolled for study. A total of 1,200 questionnaires were distributed and 776 were valid questionnaires. The result shows five variables in the source of conflict by using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). These five variables are significantly correlated with physician¡¦s dual professional conflicts. Results from regression analysis show that affective commitment, continuance commitment and normative commitment of professional commitment have a moderating effect on the relationship between dual professional conflicts and the output variables. Furthermore, by structural equation modeling these results show that both internal and external job satisfaction mediate between physicians¡¦ OPC and their intention to quit, and professional satisfaction partially mediate between physicians¡¦ PPC and their intention to quit. Physicians are one of the important professional groups. Even though changes in healthcare insurance policy are worldwide phenomenon, there is relatively few studies probing into interrole conflict among physicians in Taiwan. This study developed questionnaires of the source of conflict and confirmed both the moderating effect of professional commitment and the mediating effect of satisfaction, which contributes to fill the gap in this field. These results provide a managerial reference in clinical practice and as well as a foundation of future studies.

Profesinio orientavimo klausimai yra plačiai aptarti mokslinėje literatūroje ir yra nemažai atlikta tyrimų šioje srityje, tačiau profesinio pasirinkimo galimybės mokyklose, vykdant profesinį orientavimą, nėra plačiai akcentuojamos. Darbe keliama hipotezė: Profesinio orientavimo veikla gimnazijose vykdoma, naudojamos įvairios formos, tačiau įvertinant mokinių profesinio pasirinkimo galimybes, teigtina, kad ši veikla nėra pakankama, kryptinga ir nuosekli. Tyrimo tikslas: ištirti I-IV gimnazinių klasių mokinių profesinio pasirinkimo galimybes mokykloje. Tikslui pasiekti keliami uždaviniai: teoriniu lygmeniu išanalizuoti ir aptarti psichologinę, pedagoginę, vadybinę, metodinę ir kt. literatūrą nagrinėjamu klausimu; išsiaiškinti I-IV gimnazinių klasių mokinių nuomonę dėl profesinio pasirinkimo galimybių mokykloje; išsiaiškinti I-IV gimnazinių klasių mokinių tėvų požiūrį į jų vaikų profesinio pasirinkimo galimybes mokykloje; išsiaiškinti I-IV gimnazinių klasių vadovų, minėtose klasėse dėstančių pedagogų nuomonę dėl gimnazistų profesinio pasirinkimo galimybių mokykloje. Tyrimo objektas: I–IV gimnazinių klasių mokinių profesinio pasirinkimo galimybės mokykloje. Apklausa buvo vykdoma Radviliškio miesto Vaižganto ir Lizdeikos bei Radviliškio rajono Baisogalos ir Šeduvos gimnazijose. Dalyvavo 199 mokiniai, 83 pedagogai bei 70 mokinių tėvų. Darbe naudoti šie metodai: dokumentų turinio analizė, mokslinės literatūros analizė, anketinės apklausos – mokinių, pedagogų ir tėvų nuomonei... [toliau žr. visą tekstą] / The subject of professional choise is highly discussed in science literature. Much research was made in this sphere. The opportunities of professional choise in schools aren‘t highly emphasised though. The hypothesis was raised: The activity of professional orientation is carried out in schools and different forms are used. Although, by evaluating the opportunities in choosing profession it is asserted this activity isn‘t sufficient, successive and purposeful. The aim of investigation is : to research the professional choise of Ist – IVth Gymnasium forms in schools. Some goals were raised to reach this aim: to analyse and discuss psychological, pedagogical, management and other literature in theoretical way, to clarify the students‘ opinion on the possibilities of profession choise in school, to clarify the opinion of parents‘ attitude towards opportunities of profession choise, to clarify the opinion of headmasters‘, teachers‘ about the possibilities of professional choise in schools. The object of investigation: Ist – IVth forms students of Gymnasiums opportunity of professional choise in school. The survey was done in Radviliškis Vaižgantas and Lizdeika Gymnasiums, and in Baisogala and Šeduva Gymnasiums in Radviliškis region. 199 students, 83 teachers and 70 parents participated in this investigation. These methods were used: the analysis of documents, the analysis of science literature, questionnaire survey - the opinion of students, teachers and parents... [to full text]

Professional bodies represent practitioners who continually seek guidance on industry related problems and challenges. Each professional body adopts values that are aligned to their own field of expertise. The operations of professional bodies are generally similar in many aspects and demands proficiency in order to maintain credibility and relevance. Research has revealed that professional bodies are lacking in effectiveness and need to improve so that maximum benefit can be relished by practitioners. This research attempts to develop a framework that can be utilised as a guide by professional bodies so that they can achieve excellence. The aim of the study was to develop a framework that can be used for the management of professional bodies by exploring the views and opinions of a total of 748 participants from management and members of professional bodies locally. The data was collected from interviews, and two separate questionnaires, one for professional bodies and the other for practitioners. The data was analysed statistically primarily using factor analysis to determine the significant factors that contributed to the developed framework for professional bodies. The questionnaires espoused questions related to the demographics of the respondents, management, mandate of professional bodies, offerings and benefits, assurance mechanisms, role of members, needs of members and more. The research instrument used the seven point Likert scale for the respondents to rate each question. The questionnaires were posted online for the respondents to participate. The research significant factors for professional bodies and practitioners emanated separately through factor analysis. The factors were then combined resulting in a total of 14 research overall factors that were used to develop a framework for professional bodies. The beneficiaries of this study are primarily professional bodies. The framework will also be useful to management in industry since it addresses partnership and collaboration efforts between industry, professional bodies and training authorities. / Business Management / DBL

Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status. Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis. The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers. The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.

Cette thèse, s’inscrivant dans une approche sociocognitive, étudie l’apprentissage professionnel des enseignants stagiaires de l’enseignement agricole français durant le stage de pratique accompagnée. Son objectif est de montrer que l’enseignant stagiaire construit et mobilise dans l’interaction sociale avec son conseiller pédagogique des savoirs professionnels relatifs à la prise en charge des « tâches professionnelles » et à son sentiment d’efficacité professionnelle. A partir d’une méthodologie qualitative, cette étude présente les résultats d’une enquête menée auprès de sept stagiaires et six conseillers pédagogiques. L’analyse des éléments empiriques a permis de mettre au jour que les interactions verbales entre le CP et le stagiaire ont une incidence sur les pratiques d’enseignement du stagiaire. Elle a également mis en avant que les interactions verbales et non verbales entre le CP et le stagiaire sont en relation avec le sentiment d’efficacité professionnelle du stagiaire. L’élaboration d’une typologie des savoirs professionnels a permis deconstater que les stagiaires construisent et mobilisent des savoirs à enseigner (savoirs scientifiques, dits théoriques relevant d’épistémè) et des savoirs pour enseigner (savoirs d’action, dits pratiques relevant de phronesis). La mise en relation de la nature des savoirs professionnels et des processus de construction à l’oeuvre (apprentissage social) nous a conduit à proposer une modélisation de l'espace sociocognitif d'apprentissage professionnel durant le stage de pratique accompagnée. / This thesis, based on a socio-cognitive approach, deals with the professional training of student teachers in French agricultural education during their practical work experience. The main objective is to demonstrate that the student teacher’s social interaction with his academic advisor allows him to use and develop his professional knowledge relating to practical matters and also to develop a feeling of professional efficiency. Based on a qualitative analysis this study presents the results of an investigation of seven students and six academic advisors. An empirical analysis indicates that discussions between the academic advisor and the student teacher affect the teaching methods of the student. This study also highlights the importance of such verbal and nonverbal communication between the academic advisor and the student teacher on the student’s belief in his own efficiency. In constructing a typology of the professional’s knowledge, it isshown that the students build and use teaching knowledge (scientific knowledge often called theoretical epistemic knowledge) and teaching ability (action-based knowledge often called practical phronesis knowledge). The linking of professional knowledge and social learning prompts us to propose a model of the socio-cognitive aspect of professional training during the student teacher’s practical work experience.

Cette thèse porte sur l’étude des dynamiques implicationnelles faisant suite à la mise en œuvre d’une innovation dans le champ de l’administration universitaire. Mises en place dans le cadre d’une démarche de recherche-action, nous avons souhaité interroger ces dynamiques à partir d’ancrages hétérogènes, non réductibles les uns aux autres, mais complémentaires. L’innovation en question renvoie à la mise en place d’une démarche participative et co-construite, permettant aux professionnels qui y sont impliqués de passer d’un statut qualifié d’agents, à un statut de co-auteur d’actions collectives. C’est par le biais d’une étude diachronique en deux temps de recueil de données par entretiens que nous avons cherché à mettre à jour les effets potentiels de cette démarche sur les dynamiques implicationnelles (hypothèse 1), représentationnelles (hypothèse 2) et identitaire (hypothèse 3) des professionnels interrogés. Les résultats, enrichis et étayés par différentes phases de restitutions investigantes, nous permettent de repérer que l’implication professionnelle s’exprime dans des formes d’être et d’agir qualitativement différentes entre les deux temps de recueil de données. L’innovation co-construite dans le cadre d’une recherche-action a notamment permis un renforcement identitaire, une réappropriation du sentiment de contrôle, une évolution de la représentation professionnelle du travail des professionnels administratifs interrogés, celle-ci passant d’une représentation « hors-sol » à une représentation collectivement assumée. Ainsi, ces résultats nous amènent à inscrire nos travaux dans une perspective de professionnalisation permanente, où l’innovation et la recherche-action permettent l’émergence d’une logique de renforcement de la professionnalité des acteurs concernés. Par ailleurs, en envisageant la démarche mise en place comme relevant d’un espace transitionnel, nous interrogeons l’innovation et la recherche-action comme possibles vecteurs d’émancipation. / This thesis deals with implicational dynamics following the implementation of an innovation in the field of university administration. Our concern has been to question these dynamics set up within the framework of an action-research process starting from heterogeneous anchorages not reducible to each other but supplementary. The innovation in question sends back to the implementation of a participative and co-constructed approach allowing the professionals who are involved there to pass from a so-called status of agents to a status of co-authors of collective actions. By means of a diachronic study in two phases of data collection through interviews, we have tried to measure the potential effects of this approach on the interviewed professionals’ implicational (hypothesis 1), representational (hypothesis 2), and identity (hypothesis 3) dynamics. The results enriched and supported by several stages of investigational feedback allow us to point out that professional implication expresses itself in forms of being and acting qualitatively different between one period of data collection and the other. Innovation co-constructed within the framework of research-action has notably led to a strengthening of identity, a reinforced sense of control, progress in the professional perception of the work of the administrative professionals interviewed, this one switching from a rather indistinct representation to a collectively assumed representation. Therefore these results bring us to register our work in a prospect of permanent professionalization where innovation and action-research allow the emergence of a logic of reinforced professionalism in the actors involved. Moreover by approaching the whole process as part of a transitional space, we question whether innovation and action- research can be vectors of emancipation.

Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse centrale est qu’il est possible d’identifier, au sein du discours des enseignants en interaction avec leurs élèves, des indices de leur développement professionnel. Le cadre théorique croise les apports de la didactique professionnelle avec ceux de la pragmatique du langage et de la théorie interactionniste linguistique. Replacé dans un contexte didactique, nous envisageons le langage comme premier instrument stratégique pour enseigner et nous nous situons dans une approche instrumentée de l’activité enseignante. Nous avons mené une enquête ergonomique auprès de trois néo-titulaires, à partir de vidéos réalisées au cours de séances de mathématiques et d’entretiens d’auto-confrontation. Les interactions langagières entre les enseignantes et leurs élèves ont été analysées quantitativement et qualitativement, en relation avec l’identification de fonctions pédago-didactiques. Les résultats caractérisent des savoir-agir-langagiers-professionnels, révélateurs de la professionnalité et du développement professionnel de chacune des enseignantes enquêtées. / This work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated.

The purpose of this qualitative study was to explore the leadership practices of principals who sustain professional learning communities. The study was conducted using semistructured interviews with 2 elementary school principals from a noted professional learning community district in Henderson, Kentucky. A Professional Learning Community Assessment Survey was completed by the teachers in both elementary schools. Photographs of each school and a review of school documents triangulated the research of these 2 professional learning communities. In interviews the principals described their roles in: (1) defining a professional learning community or PLC, (2) supporting and sustaining a PLC, (3) supporting professional dialogue opportunities in a PLC, and (4) identifying shareholders as an essential element in successful professional learning communities. The teacher surveys helped to confirm the principals' perceptions and the roles of the principals in supporting and sustaining a professional learning community. The teachers defined the principal's role in supporting and sustaining a professional learning community as (1) involving staff in decisions, (2) incorporating teachers' advice to make decisions, (3) providing staff members access to key information, (4) the principal being proactive, (5) enabling staff members to initiate change, (6) sharing responsibility and rewards, (7) sharing power and authority, and (8) promoting and nurturing leadership. The effective leadership practices of both principals support successful and sustainable professional learning communities. The triangulation of data reinforced these conclusions: (1) both principals have effective leadership practices that support and sustain a PLC, (2) the majority of teachers from both schools who participated in the survey overwhelmingly approve of the leadership practices of their principals, (3) continued improvement in student assessment results over a period of years support the practices of the principals, and (4) effective leadership practices strengthen the professional learning concept of supporting and encouraging continued student and teacher progress. The results from this study were intended as a reference for principals and school districts concerning the effective practices of principals to support and sustain professional learning communities.

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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.