Yếu tố ảnh hưởng đến sự hài lòng của cán bộ quản lí cơ sở giáo dục phổ thông đối với chương trình bồi dưỡng hỗ trợ triển khai Chương trình giáo dục phổ thông 2018
Tóm tắt
To support the implementation of Vietnam’s new general education curriculum, Vietnam MOET is organizing a professional development program in the form of blended teaching models for principals of general education institutions. The article proposes a research model to analyze critical factors affecting the satisfaction of general education institutions’ principals with the professional development program based on previous research of Chen and Yao (2016); Lim, Morris and Kupritz (2007); Askar, Altun and Ilgaz (2008) and Irons, Keel, Bielema (2002). Evaluated by the method of exploratory factor analysis (EFA) and regression analysis, the results show that the factors including learning objectives, content, teaching methods, assessment, learning materials, technology support and program organization affect learners’ satisfaction, however at different levels.
Tài liệu tham khảo
Arbaugh, J. B. (2010). Sage, guide, both, or even more? An examination of instructor activity in online MBA courses. Computers & Education, 55(3), 1234-1244.
Askar, P., Altun, A., & Ilgaz, H. (2008). Learner satisfaction on blended learning. E-leader Krakow.
Chen, W. S., & Yao, A. Y. T. (2016). An empirical evaluation of critical factors influencing learner satisfaction in blended learning: A pilot study. Universal Journal of Educational Research, 4(7), 1667-1671.
Collin, K., Van der Heijden, B., & Lewis, P. (2012). Continuing professional development.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Eveleth, D. M., & Baker-Eveleth, L. J. (2003). Developing Dialogue Skill - A Qualitative Investigation of an On-Line Collaboration Exercise in a Team Management Course. Journal of Education for Business, 78(4), 228-233.
Garrison, D. R. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education.
Graham, C. R. (2006). Blended learning systems: Defnition, current trends and future directions. In Handbook of blended learning: GlobalPerspectives, local designs. San Francisco, CA: Pfeiffer.
Hirsh, S. (2009). Before deciding what to do, determine what is necessary. The Learning Professional, 30(1), 71.
Irons, L. R., Keel, R., & Bielema, C. L. (2002). Blended learning and learner satisfaction: Keys to user acceptance?. USDLA Journal, 16(12).
Kotler, P. (2012). Kotler on marketing. Simon and Schuster.
LaTour, S. A., & Peat, N. C. (1979). Conceptual and methodological issues in consumer satisfaction research. ACR North American Advances.
Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42.
Mizell, H. (2010). Why Professional Development Matters. Learning Forward. 504 South Locust Street, Oxford, OH 45056.
Nauta, A., Van V., A., Van der Heijden, B., Van Dam, K., & Willemsen, M. (2009). Understanding the factors that promote employability orientation: The impact of employability culture, career satisfaction, and role breadth self‐efficacy. Journal of Occupational and Organizational Psychology, 82(2), 233-251.
Seashore L., K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School effectiveness and school improvement, 21(3), 315-336.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
