This document summarizes a study on the transfer policies and practices for public secondary school teachers in the National Capital Region of the Philippines. The study aimed to analyze how various stakeholders perceive the factors that influence teacher transfers between divisions and schools. It utilized questionnaires and reviewed documents on existing transfer policies. The results found significant differences in stakeholder perceptions of most transfer factors, except for those related to teacher qualifications and skills. The study concluded specific policy proposals could help improve transfer practices for teacher welfare.
The document summarizes a case study on using data analysis and learning analytics in higher education. It describes how data was collected through student surveys to understand attitudes towards university services quality. The data was analyzed using SPSS and most students had positive attitudes. Recommendations included using additional quality models and awareness campaigns for services. Data scientists can help universities make data-driven decisions to improve student outcomes and resource allocation.
Journal of Advanced Academics-2015-Missett-96-111Lisa Foster
This document summarizes a study that surveyed 11 curriculum intervention studies for gifted students published between 2004-2013. The study assessed how these interventions measured and reported fidelity of implementation (FOI), which is how well an intervention is implemented compared to the original design.
The studies used various methods to measure FOI, from researcher observations to teacher self-reports. However, the quality and reporting of FOI methods varied widely among studies. While all addressed FOI, they differed in identifying critical intervention components, differentiating interventions from typical instruction, and describing FOI measurement methods. This suggests the need for increased methodological rigor around FOI in gifted education research.
Effect of blended learning approach on student nurses’ attitudes and academic...Alexander Decker
This study examined the effects of blended learning versus traditional teaching on student nurses' attitudes, motivation, and academic achievement. 62 nursing students were randomly assigned to a blended learning or traditional lecture group. Both groups completed pre-tests of attitude, motivation, and achievement before the course. The blended learning group received instruction through online materials and face-to-face meetings, while the traditional group received only lectures. After the course, both groups took post-tests of the same measures. The results showed that the blended learning group had significantly higher attitude, motivation, and achievement scores than the traditional group after the course. The study concluded that blended learning is more effective than traditional lectures alone.
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
This study investigated factors that determine teacher job satisfaction in secondary schools in ABA Education Zone, South-East Nigeria. The researchers surveyed 512 teachers to identify factors related to school facilities, teacher characteristics, and human relations that influence job satisfaction. They found that teachers were less satisfied with advancement opportunities, compensation, supervision, human relations, and working conditions. Specifically, inadequate classroom environments and school facilities negatively impacted job satisfaction. The researchers recommended equipping school laboratories to improve science teaching and promote effective teacher job satisfaction.
The Impact of Entry Qualifications on Transitions into Higher Education 79colliern19be
Purpose
Transitions into undergraduate Higher Education (HE) have been much researched, particularly since the advent of Widening Participation has catapulted the profile of non-traditional learners into Higher Education(David et al., 2010; Burke, 2012). Much of the research focuses on the institutional processes and interventions that are implemented to assist learners in coping with the transition. Relatively little research focuses on the impact that entry qualifications have on transition, learning experience and achievement; particularly in a Further Education (FE) context (Schofield & Dismore, 2010). The equivalence allocated to BTEC National qualifications and A-levels by UCAS points infers an implicit assumption of homogeneity in the skills, competencies and abilities possessed by learners entering HE with differing entry qualifications which may be replicated by some HEIs. Anecdotal experience as award tutor suggested that this was not the case.
Methodology
The paper draws on data collected from and about two cohorts of HND Business students within a single HE in FE college-based environment in England. Quantitative data on entry qualifications were collected from UCAS forms, and paired interviews provided qualitative data on student experience of transitions. The quantitative data were analysed using chi-squared to test for a relationship between qualifications on entry and achievement. The interview responses were manually coded, and mapped the concerns articulated by the students to the themes that are highlighted in the literature. The research was completed in 2012.
The paper focuses on the students’ perception of how well their entry qualifications had prepared them for their HND studies, and investigates learner concerns are the commencement of the course and the extent to which those concerns had been addressed by their experience on the programme. The paper concludes that undergraduate students cannot be viewed as having homogenous skillsets and educational and assessment experiences; that HEIs must acknowledge and identify institution-specific risk factors on (at least) an annual basis and implement additional tutorial support for at-risk students. The paper advocates institutional acceptance of the heterogeneous nature of contemporary undergraduate students; and practical action to be taken at faculty level on a cohort specific basis firstly to identify cohort concerns on programmes and then the customisation of induction and support provision on a cohort specific basis.
Quantitative External Project: Kentucky Professional Development Framework Im...LMweas
This study examined the relationship between classroom settings (child care, head start, or public preschool) and the extent to which educators implemented what they learned from training in their classrooms. The study analyzed data from 198 educators in Kentucky. Chi-square tests found no significant relationship between the classroom setting and implementation of training. Further, Cramer's V effect size showed only a weak relationship between the variables. While the variables were independent, the study contributed to understanding how Kentucky's professional development framework and educators' training levels impact program quality and child outcomes.
The document summarizes a case study on using data analysis and learning analytics in higher education. It describes how data was collected through student surveys to understand attitudes towards university services quality. The data was analyzed using SPSS and most students had positive attitudes. Recommendations included using additional quality models and awareness campaigns for services. Data scientists can help universities make data-driven decisions to improve student outcomes and resource allocation.
Journal of Advanced Academics-2015-Missett-96-111Lisa Foster
This document summarizes a study that surveyed 11 curriculum intervention studies for gifted students published between 2004-2013. The study assessed how these interventions measured and reported fidelity of implementation (FOI), which is how well an intervention is implemented compared to the original design.
The studies used various methods to measure FOI, from researcher observations to teacher self-reports. However, the quality and reporting of FOI methods varied widely among studies. While all addressed FOI, they differed in identifying critical intervention components, differentiating interventions from typical instruction, and describing FOI measurement methods. This suggests the need for increased methodological rigor around FOI in gifted education research.
Effect of blended learning approach on student nurses’ attitudes and academic...Alexander Decker
This study examined the effects of blended learning versus traditional teaching on student nurses' attitudes, motivation, and academic achievement. 62 nursing students were randomly assigned to a blended learning or traditional lecture group. Both groups completed pre-tests of attitude, motivation, and achievement before the course. The blended learning group received instruction through online materials and face-to-face meetings, while the traditional group received only lectures. After the course, both groups took post-tests of the same measures. The results showed that the blended learning group had significantly higher attitude, motivation, and achievement scores than the traditional group after the course. The study concluded that blended learning is more effective than traditional lectures alone.
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
1) The document reviews factors that can enhance quality education in higher education institutions in Bangladesh. It analyzes perspectives of both teachers and students on important quality factors.
2) Through factor analysis, the study identifies 10 key factors grouped from the variables examined. The most important factors are teachers' pedagogical skills, relationship skills with students, and distinctiveness.
3) The study provides recommendations to policymakers on focusing on these quality factors, developing a culture of quality assurance, expanding private partnerships, and using collaborative learning approaches to enrich student learning.
This study investigated factors that determine teacher job satisfaction in secondary schools in ABA Education Zone, South-East Nigeria. The researchers surveyed 512 teachers to identify factors related to school facilities, teacher characteristics, and human relations that influence job satisfaction. They found that teachers were less satisfied with advancement opportunities, compensation, supervision, human relations, and working conditions. Specifically, inadequate classroom environments and school facilities negatively impacted job satisfaction. The researchers recommended equipping school laboratories to improve science teaching and promote effective teacher job satisfaction.
The Impact of Entry Qualifications on Transitions into Higher Education 79colliern19be
Purpose
Transitions into undergraduate Higher Education (HE) have been much researched, particularly since the advent of Widening Participation has catapulted the profile of non-traditional learners into Higher Education(David et al., 2010; Burke, 2012). Much of the research focuses on the institutional processes and interventions that are implemented to assist learners in coping with the transition. Relatively little research focuses on the impact that entry qualifications have on transition, learning experience and achievement; particularly in a Further Education (FE) context (Schofield & Dismore, 2010). The equivalence allocated to BTEC National qualifications and A-levels by UCAS points infers an implicit assumption of homogeneity in the skills, competencies and abilities possessed by learners entering HE with differing entry qualifications which may be replicated by some HEIs. Anecdotal experience as award tutor suggested that this was not the case.
Methodology
The paper draws on data collected from and about two cohorts of HND Business students within a single HE in FE college-based environment in England. Quantitative data on entry qualifications were collected from UCAS forms, and paired interviews provided qualitative data on student experience of transitions. The quantitative data were analysed using chi-squared to test for a relationship between qualifications on entry and achievement. The interview responses were manually coded, and mapped the concerns articulated by the students to the themes that are highlighted in the literature. The research was completed in 2012.
The paper focuses on the students’ perception of how well their entry qualifications had prepared them for their HND studies, and investigates learner concerns are the commencement of the course and the extent to which those concerns had been addressed by their experience on the programme. The paper concludes that undergraduate students cannot be viewed as having homogenous skillsets and educational and assessment experiences; that HEIs must acknowledge and identify institution-specific risk factors on (at least) an annual basis and implement additional tutorial support for at-risk students. The paper advocates institutional acceptance of the heterogeneous nature of contemporary undergraduate students; and practical action to be taken at faculty level on a cohort specific basis firstly to identify cohort concerns on programmes and then the customisation of induction and support provision on a cohort specific basis.
Quantitative External Project: Kentucky Professional Development Framework Im...LMweas
This study examined the relationship between classroom settings (child care, head start, or public preschool) and the extent to which educators implemented what they learned from training in their classrooms. The study analyzed data from 198 educators in Kentucky. Chi-square tests found no significant relationship between the classroom setting and implementation of training. Further, Cramer's V effect size showed only a weak relationship between the variables. While the variables were independent, the study contributed to understanding how Kentucky's professional development framework and educators' training levels impact program quality and child outcomes.
This document summarizes a research study that evaluated the English II curriculum at Yıldız Technical University in Turkey using the Context, Input, Process, and Product (CIPP) evaluation model. The study collected data through questionnaires from 35 teachers and 415 students. Results found that teachers and students generally supported the curriculum's context, input, process, and product components. However, significant differences existed between teacher and student perceptions for certain items. This indicates that student perceptions were higher while teacher expectations were higher. Based on teacher feedback, audio-visual materials need to be better integrated into activities. According to students, the curriculum should better address their fields of study and business English needs. The study used the CIPP model to
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
This article summarizes a journal article that examines distributed leadership in higher education institutions. The authors interviewed 25 individuals from project teams to identify factors influencing distributed leadership at both the organizational and team levels. At the organizational level, they found leadership requires involvement with external stakeholders and alignment with the wider institution context. At the team level, critical internal conditions like autonomy and clear goals/responsibilities as well as processes like information sharing and coordination influence distributed leadership. The findings provide an integrated framework for understanding distributed leadership in higher education.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Evaluating outcomes in Social Work Educationforeman
This document discusses evaluating the outcomes of social work education programs. It begins by noting the lack of rigorous evaluations in this area, with most studies only evaluating learner satisfaction rather than actual learning outcomes. It then discusses different models of classifying learning outcomes, including Kirkpatrick's four levels of outcomes: reactions, learning, behavior change, and results. The document emphasizes the importance of evaluating higher levels of outcomes like behavior change and benefits to service users and carers, rather than just focusing on learner satisfaction. It also notes that when asked, service users and carers stress the importance of evaluating changes in attitudes, knowledge and skills in professionals rather than just benefits to themselves. The document aims to stimulate discussion on how to better evaluate the outcomes of
BA (Hons) Business Dissertation. 'Does online service quality, in the supermarket industry, influence consumer engagement: a comparison of Morrisons and Tesco.
Fuzzy Measurement of University Students Importance Indexes by Using Analytic...IRJESJOURNAL
Purpose: The purpose of this paper is to apply a Fuzzy Analytical Hierarchy Process model FAHP for estimating students' importance indexes problem, where the measures of students' attitudes and responses are often uncertain or difficult to determine by using non-fuzzy model. Fuzzy set theory treats a kind of uncertainty called fuzziness. It shows that the boundary of “yes” or “no” is ambiguous and appears in the meaning of words or included in the subjunctives or recognition of human beings. Design/methodology/approach: This paper adapts FAHP to analysis students' satisfaction for the services submitted by the university to enhance learning process and circumstance environment for students, this area of researches is still out of university importance. For the purposes of the survey, questionnaires were designed for all the factors which are affecting in students' satisfaction and most probably all these factors are taken according to their suitable priority. There were five main criterions in the questionnaires. Criterion one focuses on administrative university services Si, the second criterion concentrate with teaching and learning process Ti, while the third criterion is university climate and student activities Ai, the fourth criterion covers the administrative facilities Fi, and the fifth criterion is learning facilities students Li, were asked to measure their perceived experiences with those criterions. Each criterion contains some of sub criteria. Findings: The results illustrate that the quality of teachers T1, Opportunities for recreational activities A1, fair evaluation for students T6, and remedial support A3 are the most important indexes for students. The proposed model would help decision-makers to enhancement the quality of the services and may be adding other facility to make the university more attractive. Research limitations/implications: This paper makes some assumptions such as the number of sample are taken from seven colleges only and not cover all colleges in the university and concentrated about the final levels. Originality/value: This paper introduces fuzzy theory with AHP approach to the research of university services as customers in public firms and it has reached some valuable conclusions, which has opened up a new field of study in the universities services area
This literature review examines key performance indicators (KPIs) for adult and community education (ACE) organizations. It discusses the challenges of evaluating outcomes for ACE providers given their focus on both educational and social outcomes. It reviews management tools from industry, services, and education to identify an approach suitable for voluntary ACE providers. The balanced scorecard is discussed as a potential tool, but the review argues KPIs for voluntary ACE must focus on quality as an outcome and avoid interfering with volunteers' work. Further research is needed on measuring social outcomes and adapting evaluation methods for the ACE sector.
This document summarizes a study on the recruitment and selection policies and practices of Islami Bank Bangladesh Limited (IBBL). The study finds that IBBL uses both internal and external sources for recruitment, including job advertisements, promotions, and campus recruitment. Through interviews and surveys of 30 HR employees, the study compares IBBL's actual recruitment and selection processes to its written policies. It recommends that IBBL expand its external recruitment sources and take steps to encourage more female and non-Muslim candidates. The study aims to provide recommendations to help IBBL strengthen its human resources practices in line with its policies.
The document evaluates Patient Opinion, a web-based patient feedback platform, as a case study to assess its potential for driving quality improvement in healthcare. It finds that while the platform meets patients' needs for accessible, responsive and independent feedback, there is little evidence it systematically leads to quality improvement. For the platform to better support quality goals, organizations need to embed feedback into governance, learning, and change processes and promote customer-focused behaviors. The success of the platform also depends on maintaining traffic, subscriptions and champions within subscriber organizations.
Halcon dissertation final defense powerpoint 11-08-10Eric Halcon
This document summarizes a research study on innovations in business education programs at two women's colleges in Metro Manila - Assumption College and St. Scholastica's College. Key findings from interviews with faculty at the colleges identified several innovative features of their business programs, including strong theology foundations, experiential learning methods like case studies and problem-based learning, industry partnerships, and topics relevant to women such as women's issues and social responsibility. The research aims to develop a model for how innovation can enhance the competitiveness of business education programs at women's colleges.
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
Program evaluation is needed to provide policymakers information on program effectiveness and areas for improvement. The roles of a professional evaluator include collecting relevant information, applying standards to make judgments on a program's merit, worth and significance, and communicating evaluation results to stakeholders. Examples of evaluation uses span various sectors such as education, nonprofit, business and industry to improve programs and make decisions about program adoption and continuation.
This dissertation studied strategies to increase participation in peer tutoring programs for first-generation college students. The study surveyed first-generation students at a public university about their participation in tutoring programs. Most students reported they did not participate in tutoring. The study examined reasons for non-participation and student opinions on current recruitment strategies. The results could help develop new strategies to improve tutoring program participation and support for first-generation students.
The document discusses action research as a methodology that brings together value-based and evidence-based approaches. It explores tensions between these approaches and how action research can bridge them. As an example, it summarizes an evaluative action research case study of the Nottinghamshire County Council Fostering Futures Therapeutic Service that applied action research principles of participation and collaboration to achieve a deeper understanding of foster care processes and develop ongoing research capacity.
Example Dissertation Proposal Defense Power Point SlideDr. Vince Bridges
Vincent Bridges will defend his dissertation proposal on examining the effectiveness of medical assistant programs at three Midwestern schools in meeting stakeholder needs. The proposal will cover the problem background, purpose of the study, research questions, and literature review. Bridges will use a qualitative survey methodology to collect data from 20-25 healthcare professionals on their organizations' use of medical assistants and program competencies. The data will be analyzed for themes to provide feedback to the schools on curriculum alignment with industry needs.
collaboration between services and education Tota Essam
The document discusses various models of collaboration between nursing education and services. It defines collaboration and describes its importance, types including interdisciplinary, multidisciplinary, transdisciplinary and interprofessional, and models like preceptorship, mentorship, lecturer practitioner, research joint appointment, clinical school of nursing, and collaborative clinical education. The collaborative clinical education model facilitates clinical learning, clinical scholarship, and builds nursing workforce capabilities by having students coached in clinical placements by hospital clinicians supported by university clinical facilitators.
Talentius ofrece una variedad de servicios de e-learning, incluyendo plataformas LMS personalizadas, desarrollo de contenidos, formación corporativa y evaluación. Se enfocan en ofrecer soluciones de alta calidad a través de un equipo experto, tecnología innovadora como video-learning, y un enfoque centrado en el aprendizaje del estudiante.
Este documento proporciona instrucciones detalladas sobre cómo crear gráficos en Excel a partir de datos en una hoja de cálculo, incluyendo cómo usar el asistente para gráficos para seleccionar el tipo de gráfico, los datos, opciones y ubicación del gráfico. También explica cómo modificar la posición y el tamaño de un gráfico una vez creado.
This document summarizes a research study that evaluated the English II curriculum at Yıldız Technical University in Turkey using the Context, Input, Process, and Product (CIPP) evaluation model. The study collected data through questionnaires from 35 teachers and 415 students. Results found that teachers and students generally supported the curriculum's context, input, process, and product components. However, significant differences existed between teacher and student perceptions for certain items. This indicates that student perceptions were higher while teacher expectations were higher. Based on teacher feedback, audio-visual materials need to be better integrated into activities. According to students, the curriculum should better address their fields of study and business English needs. The study used the CIPP model to
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
This article summarizes a journal article that examines distributed leadership in higher education institutions. The authors interviewed 25 individuals from project teams to identify factors influencing distributed leadership at both the organizational and team levels. At the organizational level, they found leadership requires involvement with external stakeholders and alignment with the wider institution context. At the team level, critical internal conditions like autonomy and clear goals/responsibilities as well as processes like information sharing and coordination influence distributed leadership. The findings provide an integrated framework for understanding distributed leadership in higher education.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Evaluating outcomes in Social Work Educationforeman
This document discusses evaluating the outcomes of social work education programs. It begins by noting the lack of rigorous evaluations in this area, with most studies only evaluating learner satisfaction rather than actual learning outcomes. It then discusses different models of classifying learning outcomes, including Kirkpatrick's four levels of outcomes: reactions, learning, behavior change, and results. The document emphasizes the importance of evaluating higher levels of outcomes like behavior change and benefits to service users and carers, rather than just focusing on learner satisfaction. It also notes that when asked, service users and carers stress the importance of evaluating changes in attitudes, knowledge and skills in professionals rather than just benefits to themselves. The document aims to stimulate discussion on how to better evaluate the outcomes of
BA (Hons) Business Dissertation. 'Does online service quality, in the supermarket industry, influence consumer engagement: a comparison of Morrisons and Tesco.
Fuzzy Measurement of University Students Importance Indexes by Using Analytic...IRJESJOURNAL
Purpose: The purpose of this paper is to apply a Fuzzy Analytical Hierarchy Process model FAHP for estimating students' importance indexes problem, where the measures of students' attitudes and responses are often uncertain or difficult to determine by using non-fuzzy model. Fuzzy set theory treats a kind of uncertainty called fuzziness. It shows that the boundary of “yes” or “no” is ambiguous and appears in the meaning of words or included in the subjunctives or recognition of human beings. Design/methodology/approach: This paper adapts FAHP to analysis students' satisfaction for the services submitted by the university to enhance learning process and circumstance environment for students, this area of researches is still out of university importance. For the purposes of the survey, questionnaires were designed for all the factors which are affecting in students' satisfaction and most probably all these factors are taken according to their suitable priority. There were five main criterions in the questionnaires. Criterion one focuses on administrative university services Si, the second criterion concentrate with teaching and learning process Ti, while the third criterion is university climate and student activities Ai, the fourth criterion covers the administrative facilities Fi, and the fifth criterion is learning facilities students Li, were asked to measure their perceived experiences with those criterions. Each criterion contains some of sub criteria. Findings: The results illustrate that the quality of teachers T1, Opportunities for recreational activities A1, fair evaluation for students T6, and remedial support A3 are the most important indexes for students. The proposed model would help decision-makers to enhancement the quality of the services and may be adding other facility to make the university more attractive. Research limitations/implications: This paper makes some assumptions such as the number of sample are taken from seven colleges only and not cover all colleges in the university and concentrated about the final levels. Originality/value: This paper introduces fuzzy theory with AHP approach to the research of university services as customers in public firms and it has reached some valuable conclusions, which has opened up a new field of study in the universities services area
This literature review examines key performance indicators (KPIs) for adult and community education (ACE) organizations. It discusses the challenges of evaluating outcomes for ACE providers given their focus on both educational and social outcomes. It reviews management tools from industry, services, and education to identify an approach suitable for voluntary ACE providers. The balanced scorecard is discussed as a potential tool, but the review argues KPIs for voluntary ACE must focus on quality as an outcome and avoid interfering with volunteers' work. Further research is needed on measuring social outcomes and adapting evaluation methods for the ACE sector.
This document summarizes a study on the recruitment and selection policies and practices of Islami Bank Bangladesh Limited (IBBL). The study finds that IBBL uses both internal and external sources for recruitment, including job advertisements, promotions, and campus recruitment. Through interviews and surveys of 30 HR employees, the study compares IBBL's actual recruitment and selection processes to its written policies. It recommends that IBBL expand its external recruitment sources and take steps to encourage more female and non-Muslim candidates. The study aims to provide recommendations to help IBBL strengthen its human resources practices in line with its policies.
The document evaluates Patient Opinion, a web-based patient feedback platform, as a case study to assess its potential for driving quality improvement in healthcare. It finds that while the platform meets patients' needs for accessible, responsive and independent feedback, there is little evidence it systematically leads to quality improvement. For the platform to better support quality goals, organizations need to embed feedback into governance, learning, and change processes and promote customer-focused behaviors. The success of the platform also depends on maintaining traffic, subscriptions and champions within subscriber organizations.
Halcon dissertation final defense powerpoint 11-08-10Eric Halcon
This document summarizes a research study on innovations in business education programs at two women's colleges in Metro Manila - Assumption College and St. Scholastica's College. Key findings from interviews with faculty at the colleges identified several innovative features of their business programs, including strong theology foundations, experiential learning methods like case studies and problem-based learning, industry partnerships, and topics relevant to women such as women's issues and social responsibility. The research aims to develop a model for how innovation can enhance the competitiveness of business education programs at women's colleges.
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
Program evaluation is needed to provide policymakers information on program effectiveness and areas for improvement. The roles of a professional evaluator include collecting relevant information, applying standards to make judgments on a program's merit, worth and significance, and communicating evaluation results to stakeholders. Examples of evaluation uses span various sectors such as education, nonprofit, business and industry to improve programs and make decisions about program adoption and continuation.
This dissertation studied strategies to increase participation in peer tutoring programs for first-generation college students. The study surveyed first-generation students at a public university about their participation in tutoring programs. Most students reported they did not participate in tutoring. The study examined reasons for non-participation and student opinions on current recruitment strategies. The results could help develop new strategies to improve tutoring program participation and support for first-generation students.
The document discusses action research as a methodology that brings together value-based and evidence-based approaches. It explores tensions between these approaches and how action research can bridge them. As an example, it summarizes an evaluative action research case study of the Nottinghamshire County Council Fostering Futures Therapeutic Service that applied action research principles of participation and collaboration to achieve a deeper understanding of foster care processes and develop ongoing research capacity.
Example Dissertation Proposal Defense Power Point SlideDr. Vince Bridges
Vincent Bridges will defend his dissertation proposal on examining the effectiveness of medical assistant programs at three Midwestern schools in meeting stakeholder needs. The proposal will cover the problem background, purpose of the study, research questions, and literature review. Bridges will use a qualitative survey methodology to collect data from 20-25 healthcare professionals on their organizations' use of medical assistants and program competencies. The data will be analyzed for themes to provide feedback to the schools on curriculum alignment with industry needs.
collaboration between services and education Tota Essam
The document discusses various models of collaboration between nursing education and services. It defines collaboration and describes its importance, types including interdisciplinary, multidisciplinary, transdisciplinary and interprofessional, and models like preceptorship, mentorship, lecturer practitioner, research joint appointment, clinical school of nursing, and collaborative clinical education. The collaborative clinical education model facilitates clinical learning, clinical scholarship, and builds nursing workforce capabilities by having students coached in clinical placements by hospital clinicians supported by university clinical facilitators.
Talentius ofrece una variedad de servicios de e-learning, incluyendo plataformas LMS personalizadas, desarrollo de contenidos, formación corporativa y evaluación. Se enfocan en ofrecer soluciones de alta calidad a través de un equipo experto, tecnología innovadora como video-learning, y un enfoque centrado en el aprendizaje del estudiante.
Este documento proporciona instrucciones detalladas sobre cómo crear gráficos en Excel a partir de datos en una hoja de cálculo, incluyendo cómo usar el asistente para gráficos para seleccionar el tipo de gráfico, los datos, opciones y ubicación del gráfico. También explica cómo modificar la posición y el tamaño de un gráfico una vez creado.
Este documento presenta un catálogo de cursos de marketing digital y comercio electrónico ofrecidos por expertos. Incluye seis unidades sobre temas como introducción al marketing digital, herramientas de marketing digital, métricas de marketing digital, gestión de redes sociales, introducción al comercio electrónico y desarrollo de tiendas online. Cada curso explica objetivos de aprendizaje, métodos de enseñanza y perfil de los instructores.
Preference Of FM listeners in trichy(tamilnadu)sathu89
i have done a survey about preference of FM listeners in trichy to 1500 respndents..here i derived how the listeners are listening through different quesstionnaires..if `you have an`y queries please contact me
La contaminación ambiental se refiere a la presencia de agentes físicos, químicos o biológicos en el medio ambiente que pueden ser dañinos para la salud humana, animales o plantas. Existen diferentes tipos como la contaminación del agua, suelo y aire, las cuales son causadas por desechos industriales y domésticos, así como emisiones de vehículos. Además, la contaminación está ligada a problemas como el cambio climático, destrucción de la capa de ozono y pérdida del equilibrio
La herramienta de palabras clave ofrece una solución para crear una lista de palabras clave y consultar su popularidad histórica. Proporciona opciones para introducir frases que deban incluirse o excluirse de la lista de palabras clave. Explica cuatro tipos de concordancia de palabras clave (amplia, frase, exacta y negativa) que determinan qué búsquedas pueden activar los anuncios.
This document discusses the development of a change management model for public basic education institutions in Thailand. It begins by outlining the research purpose and methodology. Key findings include: 1) The current state of change management includes bottom-up planning but lacks clear goals and coordination. 2) Problems include misaligned policies and goals. 3) The proposed model integrates top-down, bottom-up, outside-in, and inside-out perspectives into a coordinated process involving goal setting, planning, budgeting, implementation, and evaluation. The model aims to enhance management efficiency and capabilities.
A Review Of Scientific And Humanistic Approaches In Curriculum EvaluationLori Moore
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School districts are in the process of adopting theResponse .docxanhlodge
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
An Evaluation Of One District U27S Think Through Math Program And Curriculum ...Gina Brown
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Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
1Discussion 2 Definition and Practical Applications of Acti.docxnovabroom
1
Discussion 2: Definition and Practical Applications of Action Research
Action research is a commonly used form of inquiry in the field of education. The goal is to allow practitioners to effect continuous process improvement. Since action researchers are active participants, their investigations must be relevant to their practice.
Defining Action Research
An examination of different definitions of action research reveals some core characteristics of this form of inquiry. Action research focuses on providing practical solutions to everyday challenges in a practitioner’s area of work. Action researchers collaborate with others to effect changes that aim at improving the current conditions or processes in their place of practice (Mills, 2014). Based on these characteristics, I define action research as
“A reflective and collaborative systematic inquiry aimed at identifying challenges relevant to a researcher’s everyday practice, generate practical solutions, and actively engage in effecting the solutions aimed at improving conditions or processes and contributing to knowledge in the area.”
Hence, the process examines arising issues. An understanding of such a concept does not only elaborate on the task context but also aids teachers in accomplishing their objectives.
Action research helps educators to define and achieve professional goals, as well as refine their practice in several ways. It enables them to identify areas of improvement, develop appropriate interventions, work with others to implement the programs, and make relevant modifications to their processes. The reflective aspect of action research and its applications improves educators’ ability to implement best practices that match their needs and those of learners.
Practical Applications of Action Research
Action research can provide educators with solutions to questions that affect their everyday practices. For instance, suppose I recently implemented a program for enhancing the reading skills of learners in a seventh grade, I can apply various aspects of action research, including systematic inquiry, reflection, and collaboration, to identify the different ways in which the program affects students. In this research, I will actively involve myself with the learners to observe how they respond to the program, identify areas that need improvements, and implement appropriate actions by commencing with relevant plans and designs.
Designing and Action Research
The success of any research is contingent on its design. Action research can be thought of as a four-stage process that involves identifying a focus area and questions, collecting data, analyzing and interpreting data, and developing a plan of action (Gerstein, 2008; Mills, 2014). In this section, the steps are applied in designing a study for assessing the effects of the reading program. Efficient plans should specify a central area and aim to solve the identified problem.
Area of Focus
The study will describe the impact.
Quality is Never an Accident: A Survey on the Total Quality Management PracticesBonnBonifacio
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This document evaluates models and resources available in the school turnaround process. It discusses characteristics of successful principals, including recognizing student and staff achievement. It also examines methods for recruiting principals, such as traditional training programs or recruiting externally. The document then discusses characteristics of successful teachers and ways to recruit and train teachers, including creating a supportive workplace environment and mentoring programs for new teachers. It provides strategies for turnaround practices like targeted student support, extended learning time, mitigating standardized testing anxiety, incorporating student voice, and improving school climate. Finally, it discusses leveraging outside resources such as parental involvement, consulting groups, and outside support organizations.
Dr. Bobbie Eddins, Dr. Jeffrey Kirk, Dr. Dorleen Hooten, Dr. Brenda Russell -...William Kritsonis
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Towards a framework of teaching effectiveness in publicjaderex
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Towards a framework of teaching effectiveness in publicjaderex
This document presents a research proposal that aims to develop a framework for teaching effectiveness in public schools using a mixed methods approach. It will examine the factors that influence effective teaching practices, how these may vary across different school contexts, teacher ages and experience levels. The study will collect both quantitative and qualitative data through surveys, interviews, and classroom observations of teachers. It seeks to understand the relationships between teaching practices, teacher backgrounds, school environments and student outcomes. The results intend to inform educational policy and leadership on evidence-based strategies to promote quality education and support teacher development.
This document summarizes key points from a course on management and leadership in education. It discusses topics related to school effectiveness, accountability, and improvement. Specifically, it covers challenges schools face in demonstrating effectiveness given changing definitions. It also examines social systems models of school effectiveness that consider inputs, transformations, and outputs. The document outlines components of accountability systems like standards, tests, and consequences. It reviews studies on relationships between school/classroom factors and student achievement.
The document introduces the EAT (Equity-Agency-Transparency) framework for enhancing assessment feedback practice in higher education. EAT comprises three core dimensions - assessment literacy, assessment feedback, and assessment design - and is underpinned by research on individual differences in learning, self-regulation, and agentic engagement. EAT can be used at various levels to identify assessment priorities and focuses on promoting self-regulatory assessment practices through student-lecturer partnerships. Key aspects of EAT include principles of effective assessment practice, student and lecturer versions to explore engagement, and tools to support implementation in practice.
The document provides recommendations to improve the education system of the IHE schools located in refugee camps in Thailand (IHE). It summarizes the background and findings of a review conducted of the IHE system. Key recommendations include: 1) Modifying student assessment procedures to include a wider variety of assessments over longer time periods; 2) Implementing teacher handover procedures to mitigate high teacher turnover; 3) Facilitating curriculum modifications to account for changing political situations in Burma; 4) Implementing career paths and training for teachers to increase retention. The recommendations aim to transition IHE from a crisis-focused system to one focused on development and to facilitate potential future transitions from camp-based to Burma-based systems.
An Evaluation Of One District S Think Through Math Program And Curriculum Imp...Martha Brown
This program evaluation examines the implementation of the Think Through Math (TTM) program in middle school Intensive Math classes in the Claitt School District. Over 3,300 middle school students were enrolled in the program during the 2015-2016 school year. The evaluation focuses on teacher perceptions of the resources, impact on student achievement, and instructional practices used in TTM. Data was collected through teacher surveys and classroom observations to determine the effectiveness of TTM and identify ways to improve student math performance.
Leadership Challenge: Implementing RTI and Collaborationcgialousis
The document outlines a leadership action plan to implement RTI and increase collaboration at a grades 3-5 school. The plan involves collecting student and teacher data, developing teacher capacity through professional development during collaborative times, and establishing intervention protocols and data-driven instruction. Surveys will gauge teacher readiness and culture. Focus groups and workshops will facilitate staff engagement. The timeline outlines rolling out initiatives over the school year to build a shared vision and support all students through an RTI model aligned with ISLLC leadership standards.
College of Liberal Arts and Social SciencesDepartment of PLynellBull52
This document provides examples of activities that do and do not meet the definition of human subjects research according to federal regulations. It also analyzes several scenarios and cases to determine if they would be considered research. Some key points:
- Course-related data collection and program evaluations where results are used internally for improvement purposes are generally not considered research.
- Searching public records and collecting anonymous data is also typically not research.
- Studies involving interventions, surveys, or interviews with the intent to draw general conclusions or disseminate findings outside of the institution would be considered research.
Identifying District Policy Aimed At Upgrading Math And Science Curriculumnoblex1
The following discussion is based on a study of curriculum upgrading by states, districts, and schools in response to these calls for reform. We have studied a relatively specific school output: the nature and quality of the mathematics and science curriculum as offered by teachers and experienced by students.
We recognize that much education policymaking occurs piecemeal over time, with each piece motivated by a different purpose. From the perspective of the classroom, the pieces often appear disjointed and fragmented, with no coherent message. Thus, despite our somewhat rational and linear approach to describing and analyzing policy initiatives and their effects, we recognize that, at least to date, education policymaking has been far from rational and linear (though the calls for systemic reform may change this in the future).
The policy instruments of curriculum control are, at this point, fairly well known. They include state and district requirements concerning curriculum, instructional materials, and student testing. The requirements are intended to prescribe desired practice, using a variety of policy instruments that are consistent among themselves in the practices they prescribe. Policy instruments influence practice through rewarding and sanctioning compliance and through the authority to persuade based on legal status, consistency with norms, a basis in expertise, and charismatic advocacy. Clearly, state high school graduation requirements fit the curriculum-control strategy.
In contrast, the policy instruments of empowerment are much less well defined. Generally, however, the intention is to move control out of the hands of the education hierarchy and into the hands of teachers. The policy instruments for this approach are site-based management and deregulation. From an accountability perspective, new reforms replace school process requirements with school output requirements, especially the output of student achievement.
Our approach to policy analysis is somewhat atypical. Most policy analyses focus on activity at one level or another of the education hierarchy, taking a broad view of initiatives at that level. Some policy analyses focus on a particular policy instrument, such as curriculum frameworks. These analyses have been enormously useful in clarifying such matters as policy formulation and policy implementation. In contrast, by focusing on a particular school output, the nature and quality of the enacted mathematics and science curriculums in high school, our analyses slice the policy layers vertically. We look through the layers of the education hierarchy and into the classroom to determine coherence across levels as seen from the perspective of teachers, and to identify the relative influence of various policy instruments.
Source: https://ebookschoice.com/identifying-district-policy-aimed-at-upgrading-math-and-science-curriculum/
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The transfer of public secondary school teachers in the national capital region (ncr) an analysis
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.22, 2013
www.iiste.org
The Transfer of Public Secondary School Teachers in the National
Capital Region (NCR): An Analysis
Rodalin Nalzaro Asenas, Ph.D.
Center for General Education, AMA International University - Bahrain
Email of the corresponding author: rodriase@yahoo.com
Abstract
This study aimed to determine how the various stakeholders’ practices and factors on the transfer process from
one division to another or from one station to another in the public secondary schools of NCR, including those
who came from other region were compared and analyzed. This study is a descriptive research design utilizing
questionnaires and documentary analysis. Descriptive statistics using mean, standard deviation, frequency counts
for date on, average and percentage distribution, and descriptive ratings based on 5 - point scale computed to
arrive in a quantified responses, Total Weighted Score (TWS), Average Weighted Score (AWS) and average of
TWS and AWS were utilized. Analysis of variance of mean scores and the Post Hoc Tests of multiple
comparisons by Games-Howell were employed. Through the aforementioned statistical treatment this result was
drawn: “There are significant differences exist in the perceptions of the respondents on the factors that
influenced the transfer of teachers except on special talent/qualification and skills of teacher transferee(s),
inability of the teacher to relate effectively with the members of the educational community and petition of school
PTCA.” Therefore, specific policies should be proposed in order to improve the practices for the welfare of the
teacher.
Keywords: transfer process, polices, practices, public secondary school teachers
1. Introduction
Policy transfers according to Wellman (2003) are considered as powerful demand- driven instruments for
promoting better practice in the public services. However, policy transfers can be sources of uncertainty and
instability if the innovation brought in from abroad is inappropriate, or coercively adapted. Arguably, lessons
from other country’s experiences will be learned in ways that reinforce national practices more than they
transform them. Examining the contextual details helps to clarify why particular institutions emerged in a
particular historical setting and how they are maintained.
With regard to the field of teaching, the authority reserves the right to transfer surplus unpromoted teachers.
Although all teachers have a contractual liability to transfer from one establishment to another, every effort will
be made to minimize the number of compulsory transfers. Every step is made to overcome problems caused by
having teachers surplus to a school’s establishment transferred to real vacancies by seeking voluntary
arrangements in the first instance. Only where this cannot be achieved within the relevant timescale will a
teacher be transferred compulsory (East Dunbartonshire Council 2005). It is true that teachers are the guiding
stars that light the youth into the path of righteousness. But teachers are also human beings, and for them to be
effective and efficient in their functions, certain conditions must be observed. One of these conditions is
assigning them to the division/station where they found it convenient with regard to the distance from their
places of residence or to the people with whom they work that would result on their economic advantage. It is,
therefore, important that the public school system should provide carefully thought-out policies, guidelines and
procedures in transferring teachers to the divisions/stations of their choices. There have been set of sound criteria
relative to this matter, some of them are to determine whether the teacher is a bona fide resident of the locality
where the vacancies exist, consistent with the provision of RA No. 8190 (Localization Law), Magna Carta for
Public School Teachers, qualified registered voters and a transferee from public to public. Consequently, the
convenience and comfort of teachers in their work could easily be converted to benefits for the students whom
they serve.
This section further deals with the related literature that focused on the important concepts that helped in
analyzing on the transfer of teachers. The two most important points are: 1) Stakeholders’ Practices Impartiality: It is the absence of bias in due process, methodological rigor, consideration and presentation of
achievement and challenges. Evaluability: It is concern on improving the ability to evaluate by building an
evaluation plan. Quality: It employs quality – oriented design, planning and implementation processes;
evaluation reports must present in complete and balanced way the evidence, findings, conclusions and
recommendations. Competencies for evaluation: The required evaluation skills must be present in the
organizations. Transparency and consultation: It involves major stakeholders at all stages of evaluation
especially on improving credibility and quality and facilitating consensus building and ownership of findings,
conclusions and recommendations. Ethics: Evaluators must have personal and professional integrity, respect the
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rights of individuals and institutions to provide information in confidence. Follow –up: There should be
systematic implementation of evaluation recommendations once these have been agreed to by the management
and/or governing bodies; and Contribution to knowledge building: Evaluation findings and lessons should be
available to target audiences in a user – friendly format (UNDP: 2005).
2) Transferee’s Profile. The effectiveness of any undertaking in the organization is a product of the
effectiveness of its members. This means that the personnel who comprise the program undertaking work
together towards common goals. The progress of an organization is the result of the sum total of the individual
efforts of the personnel brought about by their critical attributes. These critical attributes are actually the profile
of the transferee such as: age, gender, educational qualifications and specialization that contributes a lot in the
performance of functions in the organization, and it is along this line that this study included them as factors
tested for effect on policy effectiveness.
How well the criteria are followed in the public secondary schools of NCR is a major concern of this study. The
results may serve as bases in adopting measures to upgrade the procedure for transferring of teachers in a
particular division/station. Hopefully, this will initially confirm the premise of this study, and if so, it is a must
for this study to suggest a planned improvement on the said policy to eliminate or minimize conflict among
stakeholders and for the greater picture of achieving its intended outcomes.
1. 1 Objectives of the Study
This study is concern on the various stakeholders’ practices on the transfer of public secondary school teachers
in the National Capital Region (NCR). Specifically, it sought to determine the following: (1) the profile of the
teacher transferee(s); (2) the transfer proceedings; (3) significant difference in the perceptions on the extent of
influence of the various factors on the transfer process; (4) the extent of implementation of the policies and
practices; and (5) specific policies to be proposed to improve its practices.
1.2 Scope and Limitations of the Study
The study is primarily concerned in determining what policies and practices were implemented. It also focuses
on how the various stakeholders’ practices on the transfer of public secondary school teachers from one division
to another or from one station to another in the public secondary schools of National Capital Region (NCR),
including those who came from other region as long as he/she is currently accommodated in the aforementioned
region were compared. The study then sought to determine whether the perceptions of the principals, head
teachers and teacher transferee(s) on the various factors on transfer were significantly different or not.
Evaluation of the gathered data was also considered including its triangulation. The differences/similarities of the
responses made by the three (3) groups were also figured out. However, this study did not include the set of
policies and practices applied for teachers who sought transfer from any division/station of public secondary
schools outside of National Capital Region (NCR).
1.3 Conceptual Framework
The conceptual framework shown is divided into three frames such as: input, process and output (IPO). The
concept described the sequence in which certain components and activities are the instigating causes of certain
social benefits or effects usually produced. The input consisted of the various transfer components of public
secondary schools, like DepEd issuances and implementing guidelines on teachers’ transfer, memorandum
circulars on personnel action, Civil Service Commission (CSC) Omnibus rules and regulations and others. The
process includes the analysis of the respondents’ perceptions, the evaluation of the gathered data and the
triangulation of data. The output emphasizes the differences/similarities of the respondents’ perceptions on the
practices on teachers’ transfer. From these findings, the study also proposed policies to improve further the
practices in the transfer of teachers.
2. Methods and Techniques of the Study
This paper used descriptive research methodology which is considered to be the most appropriate in determining,
what policies and practices were implemented and how the various stakeholders’ practices on the transfer of
public secondary school teachers in the National Capital Region (NCR) were compared. With the use of
questionnaire-checklist, the needed data were collected and the stated problems and hypothesis were answered.
The study aimed at providing the much-needed information with respect to the analysis of documents and
records obtained from the respective division office which served as a secondary tool of research. In addition, the
interview was also used to gather other pertinent data or to clarify some problems from the teachers who actually
transferred. Data were gathered from the principals, head teachers and the teacher transferee(s) regarding the
factors that influenced the transfer of teachers, and the policies and practices implemented for its transfer.
2.1 Population of the Study
The population consisted of three groups, namely: the principals, head teachers and teacher transferee(s). Only
five (5) public secondary schools per Division were included in the study especially to the school where three (3)
teacher transferee(s) had been accommodated. The principals and department heads are the program
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implementers who were responsible in identifying the extent of influence of the factors on the transfer of
teachers, and also in recognizing the extent of implementation of the policies and practices in the action done.
On the other hand, teacher transferee(s) are the program beneficiaries who were also concern in examining what
certain factors perceived influential as carried out on their transfer, and further discussed whether the existing
policies were being practiced. One thousand five hundred twenty (1520) target respondents (seven per school or
ninety-five per division) were involved in the study but only one thousand two hundred eighty three (1283) were
successfully retrieved. It means two hundred thirty seven (237) teacher transferee(s) were not able to return the
questionnaires and found it difficult for them to accommodate one’s inquiry and interview.
2.2 Construction and Validation of the Questionnaire
In evolving the questionnaire, intensive reading was made on journals, memoranda and circulars related to the
study. Professional books and magazines pertaining to the topic were also used. Questionnaires from other
pertinent studies were carefully analyzed before the questionnaire for the present study was prepared.
The first draft of the questionnaire was submitted to the adviser for corrections, suggestions and comments
which were used as bases in improving its content, vocabulary and style. The revised copy was later subjected to
validation in the field of educational management. The members of dissertation panel of the researcher having
assured of its validity, the questionnaire was put in its final form.
Since the nature of the study entails a vast research locale, the distribution of the questionnaire to the target
respondents was done through the assistance of the division offices of NCR. Follow – up was made to facilitate
the retrieval of the questionnaire and to make sure that all items were answered.
2.3 Data Gathering Procedure
The current study relied heavily on appropriate informants and as such, the researcher gained entry into the
research context through informed consent, human subjects’ approval and debriefing. This was obtained through
formal communications. Also, the researcher tried hard to be neural, collaborative and objective with all the
respondents but assurance of objectivity on information gathered was quite impossible to achieve.
In accomplishing all of the above, the following procedures were observed in the conduct of the study. A formal
request was made to the Department of Education, National Capital Region (NCR) Director through a written
communication signifying and articulating the intention of the researcher’s request for interview, distribution of
questionnaire and access to documents needed for the study. Once granted, it was endorsed to the division
offices of the aforementioned region and from them, the principals, head teachers and the teacher transferee(s) of
the public secondary schools were informed about the study.
Subsequently, qualified persons from the said schools were identified and rapport between the researcher and
informants was established on a most solid ground. This is to build trust and confidence in order for the
researcher to obtain sincere, correct, complete and factual information from the respondents. A formal
meeting/conference with the target respondents was set to clear the value of the researcher’s way of proving and
assuring how the study in general is significant to the improvement of the existing operation. Once the way was
paved, interview sessions were conducted. After the interview was conducted, data were now ready to be
classified and analyzed as to their conformity or non-conformity to the study. DepEd documents on policies and
practices concerning the transfer of public secondary school teachers were also included. Standard operating
procedures were observed before the conduct of the study. The researcher to avoid threats on the validity and
reliability of the results supervised these activities personally.
2.4 Data Processing and Statistical Treatment
The data gathered were classified and presented in tables. Descriptive statistics such as: frequency counts for
date on, average and percentage distribution of data gathered were utilized depending upon which best expressed
the information desired for analysis and interpretation. Descriptive ratings of data were based in frequency
distributed and computed to every rating scale item, Total Weighted Score (TWS), Average Weighted Score
(AWS), average of TWS and AWS and tallying of quantified responses. The collected data were tallied and
tabulated according to the following headings: (1) the profile of the teacher transferee(s); (2) the transfer
proceedings applied; (3) significant difference in the perceptions of the respondents; (4) the policies and
practices on transfer and the extent of its implementation; and (5) the proposed policies. In addition, suggested
changes in the policies and practices gathered through interview were included in the recommendation.
The extent of influence of the description of transfer in terms of professional qualifications, economic
considerations and political/social connections, and the extent of implementation of the policies and practices on
transfer were quantified by using a 5-point scale. These were interpreted as follows: 4.50 – 5.00 to a great extent,
3.50 – 4.49 to certain extent, 2.50 – 3.49 to moderate extent, 1.50 – 2.49 to a fair extent and 1.00 – 1.49
to no extent. Descriptive statistics using the mean, standard deviation and percentage were used to present the
profile of the teacher transferee(s), the factors that influence transfer, the extent of the implementation of the
policies and practices on the transfer of teachers and the proposed policies to further improve the practices on
transfer. Hypothesis testing was also used for the significant differences in the perceptions of the principals, head
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teachers and teacher transferee(s) on the factors that influenced the transfer of teachers. Analysis of variance of
mean scores of respondents and the Post Hoc Tests of multiple comparisons by Games-Howell were utilized to
determine whether or not significant difference and significant influence exist in the assessment of the
respondents on the abovementioned considerations. Additional relevant information obtained from interviews
was integrated in the analysis and interpretation.
3. Findings
This section presents the analysis and interpretation of the data drawn from the principals, head teachers and
teacher transferee(s) of the public secondary schools of National Capital Region (NCR). The data gathered
through questionnaire and interview likewise formed part of the interpretation, and were also used to compare
the various stakeholders’ practices on transfer.
3.1 Factors that Influence Transfer
The transfer of public secondary school teachers is being described in terms of professional qualifications,
economic considerations and political/social connections. Table 19 shows the variables altogether with the
joined perceptions of the three (3) groups through the presentation of its average mean values, such as :
professional qualifications (3.61), economic considerations (3.60) and political/social connections (3.36). Among
the three, the 3rd item distinguished to be a moderate extent in interpretation but the 1st and 2nd item are being
described as certain extent directing to the over-all mean value of 3.52 verbally inferred as certain extent. This
only implies that teachers’ professional and economic concerns are more greatly considered in the transfer
process than their political/social connections. Therefore, what matters most is what you know not whom you
know.
Table 19 Summary of the Factors that Influence on the Transfer Process
Teacher
Average
Verbal
Variables
Principals Head Teachers
Transferee(s)
Mean
Interpretation
1. Professional
3.83
3.57
3.60
3.61
Certain
Qualifications
Extent
2. Economic
3.76
3.30
3.67
3.60
Certain
Considerations
Extent
3. Political/Social Connections
3.35
3.24
3.39
3.36
Moderate
Extent
Over-all Mean
3.65
3.37
3.55
3.52
Certain
Extent
According to Yangot (1982), social, cultural and economic factors influenced the teachers’ decision to transfer
including the variables of age, marital status and a number of years teaching in the said school/institution. In so
doing, the policy implementer should practice what is desired in the transfer process so that employees will be
motivated to relate their full potential to their work and call forth the best efforts that they could provide even
after they are being transferred.
Professional Qualifications. It is interesting to note that the perception of the principals with regards to
professional qualifications is in consonance to the other respondents’ views since the head teachers and teacher
transferee(s) perceived them in the same manner. This means, they favored more on the utilization of
professional qualifications of teachers in processing transfer, implying that the appraisal is made regularly in
order to maintain or improve one’s performance.
Economic Considerations. All groups’ assessment confirmed that the distance of teacher’s place of residence to
school and proposed station are needed in the transfer process in order to uplift the economic condition of the
teacher transferee(s).
Political/Social Connections. The combined perceptions of all groups suggest that certain limitations in the
intervention of powerful group should be manifested in its administrative and operational activities so that the
person who is authorized to make decisions can exercise his power with certainty. The data further showed that
sometimes favoritism on the part of some employers might strengthen or weaken support.
3.2 Extent of Implementation of the Policies and Practices on Transfer
Table 55 illustrates the summary on the extent of implementation of the policies and practices on the transfer of
public secondary school teachers in NCR as perceived by all groups. Both gained a certain extent verbal
interpretation from its average mean values of 3.70 and 3.88, equally leading to the over-all mean of 3.79
resulted to certain extent analysis. Also, the respondents are very keen in analyzing whether the actual procedure
is congruent to what it should be to strengthen the trust from the ranking committee.
Policies on Transfer. The findings confirm that all groups appraised positively the ten cited policies. Almost all
of the policies are recognized to be significant and been applied during the ranking of applicants for transfer.
Since policy transfers are considered as a powerful demand – driven instruments for promoting better practice in
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the public services, its implementation should be certain and stable so that every step made can overcome
problems and can influence decisions and actions in order to achieve intended goals. Practices on Transfer.
The practices are accepted to be relevant in the transfer process and found to be congruent to the policies except
for the statement that only bonafide residents are allowed to seek transfer. The actual scenarios or conditions
applied on the transfer of teacher strictly follow the policies as mandated in the existing laws. This is proven
through the positive responses gained from all respondents.
Table 55 Summary on the Extent of Implementation of the Policies and Practices on Transfer
Variables
Principals
Head
Teacher
Average
Verbal
Teachers
Transferee(s)
Mean
Interpretation
1. Policies
4.01
3.46
3.73
3.70
Certain Extent
2. Practices
4.15
3.92
3.85
3.88
Certain Extent
Over-all Mean
4.08
3.69
3.79
3.79
Certain
Extent
3.3 Proposed Policies to Improve Further the Practices on Transfer
Frequency distribution as to the policies emphasized by the teacher transferee(s) is highlighted in Table 56.
Among the items, 1, 2 and 3 garnered a frequency of 963 equal to one hundred percent (100%) approval of the
said policies to be proposed or recommended. Next entry is item 5 with 423 or 43.93 percent, then item 4 with
248 or 25.75 percent, item 6 for 117 or 12.15 percent and lastly, item 7 in which answers may vary, recorded a
frequency of 62 or 06.44 percent. This only suggests that the teacher transferee(s) wanted that policies be strictly
observed and firmly followed with a certain degree of flexibility only if the situation calls for it, to avoid being
intimidated. Furthermore, the proposal provides a hint that considering one’s recommendation is appropriate if
the teacher transferee(s), themselves, are qualified to receive such privilege.
Table 56 Frequency Distribution as to the Proposed Policies Given by the Teacher Transferee(s)
Items
Frequency
Percent
(%)
1. Transfer of teachers should be based strictly on the ranking of teachers as
submitted by the Division Selection Personnel to the Division Office.
963
100.00
2. Publish the rank list of teacher transferee(s) in the Division Office.
963
100.00
3. Follow firmly the guidelines on the transfer of teachers.
963
100.00
4. Allow a certain degree of flexibility in implementing the guidelines on the transfer
248
25.75
of teachers.
5. Take into consideration the recommendation of DepEd/school personnel.
423
43.93
6. Accept the participation of community leaders/officials on the transfer of teachers.
117
12.15
7. Others, please specify.
62
06.44
In order to have responsive, relevant, sustainable and effective practices on the transfer of teacher, the following
policies shall be effected:
1. Public school teachers requesting for transfer to another assignment are not considered new applicants and
should therefore not be subjected to the hiring guidelines (DepEd Order No. 20, s. 2009).This policy should be
observed and followed fairly in all divisions of the Department of Education so that teacher transferee(s) would
feel that equality is exercised in the educational system. There were instances where public school teacher
transferee(s) from other regions underwent a hiring guidelines intended for new applicants for regular permanent
position (Teacher I). This resulted to a feeling of disappointment believing that their length of teaching
experience and supporting documents submitted were enough to spare them from this practice.
2. Except for cause and as herein otherwise provided, no teacher shall be transferred without his/her consent. The
undertaken transfer process may result to some adjustments on the part of the teachers that may impede their
effective teaching performance. Therefore, it is just proper that in assigning teachers to other school, division or
region should be within one’s request or willingness to transfer to avoid being demoralized and daunted.
3. Attract and retain in the teaching profession more people with the proper qualification. In accommodating
teachers’ request to transfer, their professional qualifications should be foremostly considered. To be considered
potential teachers should be surpassed and their innate skills should be further enhanced. A usual scenario why
the teachers remain mediocre in their chosen field that is because they are afraid to be isolated and be considered
an outcast due to stiff competition.
4. Transfer process should always be proposed, reviewed and evaluated based on the updated information and
feedback received from the recipients which shall include but not limited to an assessment of the needs and
problems therein to be able to keep such undertakings responsive, relevant and sustainable. These are necessary
to make sure that a policy is well implemented and impartially practiced, thereby, develop the trust and
confidence to the educational community leading to the realization of the goals and objectives of the proceedings.
5. All actions that may be carried out shall be prepared, reviewed and evaluated vis – a – vis the framework plan
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of the over-all transfer process without prejudice to come up with some modifications when necessary and
permissible. Transferring of teachers is a very delicate decision, thus, careful use of its planned actions must be
needed and must be applied with impartiality. When everything is being prepared beforehand, reviewed and
evaluated regularly, the authorities could determine which among the activities should be retained or be revised.
4. Conclusion
In view of the findings presented, the following conclusions are drawn:
Special Talent/Qualification and Skills of Teacher Transferee(s). The reason why no significant differences
were observed among the responses of the respondents on the given factor because all of them are started as
ordinary teacher, knowing that one’s special talent/qualification and skills served as stepping stone for
professional growth.
Number of Years in Teaching Experience. The varied declarations about the result of teaching experience in
one’s performance affect the respondents’ perceptions of the factor’s influence on transfer. Each perception
suggests that teachers to be accommodated must have at least six to ten years teaching because they are still
aggressive to work, submissive to follow orders, open – minded for change and others. The principals’ mean
score is significantly higher than those of the head teachers and teacher transferee(s) because their ranking as
principal was greatly based from their teaching experiences realizing that it could best help to understand the
teachers better.
Performance Level. Their differences in perceptions are expected because the ratings they obtained with
regards to their level of performance is distinct to each other. In fact, it is difficult for the teachers to have self –
assessment because they are being compelled by their respective heads; on the other hand, the department heads
have all the freedom to evaluate themselves because very few have the courage to question them much more
if they are close to their principals. Whereas, the principals’ performance is rated by their respective division
offices with corresponding supported documents prepared by the assigned department head. Principals’ mean
score is significantly higher than the other two groups because they found it relevant to have the best staff in
school based from the piled performance record appraised regularly. No significant difference between the
perceptions of the head teachers and teacher transferee(s) because it is a customary practice in the department
where the teachers accepted the condition that they are in submission to the department heads as protocol.
Inability to Relate Effectively with the Members of the Educational Community. They are in agreement that
this concern should not be given more emphasis in the transfer process for the reason that it could be best taught
if the teachers are already involved in the system to avoid prejudice.
Distance of the Place of Residence to School. The significant differences achieved were derived from the
respondents’ experiences which are distinct to each other and from their functions attached to their positions.
Principals’ mean score is significantly higher than those of the head teachers and teacher transferee(s) for the
simple explanation that they are most oriented on the guidelines for transfer favoring much on the distance of the
place of residence to school. Likewise, the mean score of the teacher transferee(s) higher than the mean score of
the head teachers because they have attained the prevailing privilege on their transfer originated from the
existing variable. The head teachers’ mean score is different from the result of the previously mentioned
groups because they believe that the distance of teacher’s place of residence to school was used as an excuse
in order to be prioritized in the proceedings.
Proposed Station. The existing significant differences were taken from the expected outcome if a teacher is
assigned in a station as proposed because for them this is either advantageous or disadvantageous in the
attainment of peak performance. Significant difference was only observed between the mean scores of the head
teachers and those of the teacher transferee(s) or significant difference exists only between the perceptions of the
head teachers and the teacher transferee(s) for the reason that head teachers do not perceive it as the best way to
please teachers in order to persuade them to perform better. Whereas the principals recognize the difficulties of
expecting vacant items/positions anytime anywhere, thus, it is better to grab the opportunity even if the school
assignment is far from one’s liking.
Recommendations from Community Leaders/Officials or Influence of Powerful Persons and Groups.
Findings confirmed that significant difference exists only between the mean scores of the head teachers and
teacher transferee(s). This happens for the reason that only the head teachers and teacher transferee(s) had varied
insights as to when and how the significance of the said factor took place. It is anticipated since stiff competition
is being transpired in the public secondary schools of National Capital Region and for the teacher transferee(s) to
be given much attention, they sought for the recommendation from community leaders/officials which they
deemed relevant in their desire to be transferred. This is in contrast to the judgment of the head teachers because
their concern is more on the expertise one can exhibit in their teaching.
Recommendation from DepEd/School Officials. As revealed by some of the teacher transferee(s), the program
implementers are anticipated to refuse the influence of this factor: recommendation from DepEd/school officials
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in the transfer process because they are being alarmed of the possibility that it will be abused or overused, and
will soon impede the ultimate purpose of the educational community. The teacher transferee(s) are the direct
recipients of the influence of this factor that’s why their responses are significantly higher than the other
respondents. Being acquainted of this practice, the teacher transferee(s) are hopeful that these people vouch them
most of the time.
Petition of School PTCA for the Transfer of Teacher. The findings divulge the truth that in a situation like
this, principals, head teachers and teacher transferee(s) consider facts rather than hearsay much more if it is
happen in National Capital Region (NCR) where the intervention of the press is expected especially on dubious
action.
Perceived Elite Social Standing. The scenario signifies that the respondents are incongruent to each other
brought by the degree of appreciation to the said factor, and whose interpretation is very distinct due to their
exceptionality and familiarity of the factor’s influence. It is made to happen because one of the principals’
functions is to establish linkages to the community to take in effect all of their projects and activities. In so doing,
they wanted teachers who can work better with them in this aspect. Similarly, the mean score of the teacher
transferee(s) is significantly higher than what is achieved by the head teachers. This is projected because the
teacher transferee(s) perceived it useful in building up rapport to the principals for a greater chance to be
prioritized in some undertakings.
5. Acknowledgement
This research was completed through the help of kind and wonderful people who gave valuable contributions to
make this piece of work whole. The following will forever be engraved in the researcher’s heart: the
principals/OICs, head teachers and teacher transferee(s) of the selected public secondary schools of NCR, for
making themselves available during the facilitation of the questionnaires and in distributing and answering them
wholeheartedly. The librarians of the National Library and the Graduate School Library of the Bulacan State
University, and the staff of Civil Service Commission Regional office and DepEd Regional office of NCR, who
provided their unselfish service to the researcher.
6. References
CSC Form 212, Revised 2005.
Civil Service Commission, Wage and Position Classification Board, Department of Budget and Management and
the Commission on Audit.
DepEd ORDER No. 20, s. 2009, Further Revisions to the Hiring Guidelines for Teacher I Positions, Under
DepEd ORDER No. 4, s. 2007.
East Dunbartonshire Council, (October 12, 2005).
EDCOM Report, (1991: 25).
Enclosure of 2009 Unnumbered Memorandum.
Omnibus Rules Implementing Book V of Executive Order No. 292.
Republic Act No. 4670, The Magna Carta for Public School Teachers.
Republic Act No. 8190, (Localization Law).
Rule IX of the Omnibus Rules Implementing Book V of Executive Order 292.
Section 6.1, Rule VI of R.A. 9155.
UNDP, Monitoring and Evaluation Workshop for Country Offices in Asia and Pacific Region, (Workshop
Report, Evaluation Office, United Nations Development Programme: New York, 2005).
Wellman, J., State Policy and Community College- Baccalaureate Transfer, The National Center for Public
Policy and Higher Education and the Institute for
Higher Education Policy,
www.
Highereducation.org/reports/transfer/transfer 2003.
Yangot, Leandro G., “Factors Influencing Teacher’s Transfer”, (Unpublished Master’s Thesis, Saint Louis
University, Baguio City, 1982).
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