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Literatura académica sobre el tema "Professional values"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Professional values"

Gunetilleke, Neranjana, Nilakshi De Silva, and Gayathri Lokuge. "Development Professionals: Reconciling Personal Values with Professional Values." IDS Bulletin 42, no. 5 (September 2011): 45–51. http://dx.doi.org/10.1111/j.1759-5436.2011.00250.x.

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Olukayode, A. Salawu, A. Ilekoin Olutoba, and S. Abah Ochepo. "Awareness of Professional Values of Estate Surveyors and Valuers on the Scope of Artefacts' and Sacred Objects' Valuations in Umuahia, Abia State." International Journal of Research and Review 7, no. 5 (May 31, 2020): 200–206. https://doi.org/10.5281/zenodo.3938555.

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Estate Surveyors and Valuers like every other professions have Professional values, are of standards accepted to be portrayed by any of the members of Nigerian Institution of Estate Surveyors and Valuers while engaging in professional duties. These professional values are taught during the formal academics and educational attainment, professional seminars and workshops, mandatory continuous development programs, years of work life of professionals etc. Falling below any of the professional values by any Estate Surveyor and Valuer is synonymous to professional negligence and misconduct: which makes such professional member liable to sanctions under laws, edict, decree, ordinances etc. This paper examined awareness of professional values of Estate Surveyors and Valuers on the scope of artefacts’ and sacred objects’ valuations in Umuahia, Abia state. Through snowball sampling method, data were collected with a set of questionnaires (having close-ended, open-ended and Likert-scale questions) and analysed through descriptive analysis. From data collected and analysed, it was revealed that ESVs do carryout valuation of artefacts and sacred objects in Umuahia, Abia State with low level of professional values in Umuahia, Abia state.  

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Jones, Jane Redfern. "Adopting professional values." Nursing Standard 29, no. 13 (November 26, 2014): 65. http://dx.doi.org/10.7748/ns.29.13.65.s53.

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Irving, Jo A., and Josephine Snider. "Preserving professional values." Journal of Professional Nursing 18, no. 1 (January 2002): 5. http://dx.doi.org/10.1053/jpnu.2002.30893.

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Wedgeworth, Robert. "Reaffirming Professional Values." IFLA Journal 23, no. 5-6 (October 1997): 348–50. http://dx.doi.org/10.1177/034003529702300504.

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Weis, Darlene, and Mary Jane Schank. "Professional values: Key to professional development." Journal of Professional Nursing 18, no. 5 (September 2002): 271–75. http://dx.doi.org/10.1053/jpnu.2002.129224.

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Bogle, John C. "Balancing Professional Values and Business Values." Financial Analysts Journal 73, no. 2 (April 2017): 14–23. http://dx.doi.org/10.2469/faj.v73.n2.8.

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Marques-Sule, Elena, Heta Baxi, Anna Arnal-Gómez, Sara Cortés-Amador, and Megha Sheth. "Influence of Professional Values on Attitudes towards Professional Ethics in Future Physical Therapy Professionals." International Journal of Environmental Research and Public Health 19, no. 21 (October 27, 2022): 13952. http://dx.doi.org/10.3390/ijerph192113952.

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This study aimed to analyze the influence of professional values on attitudes towards professional ethics, as well as the influence of sociodemographic variables on attitudes and professional values in future physical therapy professionals. A total of 231 physical therapy students (53% women; mean age 22.30 (SD = 5.13 years; age range 18–49)) participated. Attitudes towards professional ethics (Attitudes Questionnaire towards Professional Ethics in Physical Therapy) and professional values (Axiological Estimation of Professional Values Questionnaire) were analyzed. Linear regressions were conducted to examine: (i) the statistical prediction of attitudes as a dependent variable, with professional values as independent variables; (ii) whether sociodemographic variables had a relationship with attitudes or professional values. Professional values explained 6.5% of the variance of attitudes towards professional ethics (F(1,230) = 16.08, p < 0.001)). In regard to sociodemographic characteristics, age explained 3% of the variance of attitudes (F(1,230) = 7.11, p < 0.01) and presence of relatives in healthcare explained 1.9% of the variance in professional values (F(1,230) = 4.35, p < 0.05)). These results suggest that an increased awareness of professional values is essential to maximizing the attitudes towards professional ethics in future physical therapy professionals in order to improve their future daily clinical practices.

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Drozdikova-Zaripova, Albina, Natalya Kalatskaya, and Maria Zhigalova. "Comparative Study of Social and Professional Values of Modern Teachers with Various Pedagogical Experience (the Case of Russia and Belarus)." ARPHA Proceedings 1 (November 5, 2019): 281–93. https://doi.org/10.3897/ap.1.e0264.

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The paper investigated the changing system of values and value orientations of teachers belonging to different generations and cultures in the context of variability in globalization processes. The paper is aimed to identify cross-cultural features of social-professional values and value orientations of Russian and Belarusian teachers divided into three groups in compliance with their pedagogical experience and phases of professional development (from 0 to 5 years - a young teacher, from 6 to 20 years - a teacher - professional, and in case of more than 20 years - a teacher - expert). The leading research methods are questionnaires, experiment and comparison. Student's t-test, concordance coefficient and correlation analyses were applied to conduct statistical processing of research results. The study recruited 118 Russian secondary school teachers in the Republic of Tatarstan and 160 teachers of Brest region in the Republic of Belarus. It has been revealed that the value sphere of Belarusian teachers throughout their professional development is less subject to change in comparison with Russian teachers. We found out that both in Russian and Belarusian samples, teachers with various teaching experience mostly implement spiritual and moral values. Russian and Belarusian teachers are focused on displaying their decency throughout their professional career. Health and Happy Family Life refer to key values of teachers in two cultures regardless of the length of their professional experience. The structure of value sphere in Russian and Belarusian teachers with different teaching experience has its own specificity. Obtained results enabled to determine promising areas of highly qualified teachers' training and retraining for work in modern multicultural educational systems.

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Fernández-Feito, Ana, María del Rosario Palmeiro-Longo, Salomé Basurto Hoyuelos, and Vanesa García-Díaz. "How work setting and job experience affect professional nurses’ values." Nursing Ethics 26, no. 1 (April 10, 2017): 134–47. http://dx.doi.org/10.1177/0969733017700238.

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Background: The development of professional values in nursing is directly related to quality and ethical clinical practise and may also increase practitioner and patients’ satisfaction. Some factors, such as work setting or work experience, can influence the importance granted to the professional values of nursing. Objectives: To compare in primary care nurses and hospital care nurses the importance granted to professional values and to contrast this perception as a function of professional experience. Research design, participants and research context: Descriptive cross-sectional study. Participants were 380 nursing professionals from the public health system (primary care and hospital care). Three dimensions were analysed: ethics, professional expertise and professional mastery. Data were collected from January to June 2015. Ethical considerations: We obtained permission from the Ethics Committee and participants’ informed consent. Findings: Hospital care professionals attached more importance to all the values analysed, regardless of their work experience. Ethical values, such as confidentiality and respect for the person, were considered to be very important in both systems. Values related to professional expertise obtained lower scores, especially in primary care. In general, professionals with more than 20 years’ experience granted less importance to the values. Conclusion: The professional setting influenced the importance assigned to professional nursing values, and clear differences were observed between primary and hospital care. The domain of ethics was considered the most important. It is necessary to reflect on the significance attributed to professional values, especially in more expert nursing staff.

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Tesis sobre el tema "Professional values"

Miller, Rebecca K. "The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.

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In an attempt to describe the nature of recent journal literature revolving around the eleven core values of librarianship, as articulated by the American Library Association, this exploratory study analyzed 114 articles from four peer-reviewed library publications over the past five years (2002-2006): College & Research Libraries, Library Trends, Library Quarterly, and portal: Libraries and the Academy. This content analysis noted the levels of complexity with which the core values were discussed, the frequencies of the eleven core values (access, confidentiality/privacy, democracy, diversity, education and lifelong learning, intellectual freedom, preservation, public good, professionalism, service, and social responsibility), and the types of library environments found in the journal literature. The results are intended as a catalyst for the library profession to examine the way it discusses core values and uses them to guide and inform professional practice.

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Williams, Michael Ray. "Navigating Conflicts Between Religious and Professional Values: Psychologists' Experiences." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6933.

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The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.

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Attamimi, Muhammad Fadri. "Determinants of Professional Soccer Team Values: Analyzing the International Effects on the Value of Professional Soccer Teams." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1644.

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In 2014, Professor Scelles and his colleagues ran a test regarding the determinants of professional soccer team values. This thesis will follow a similar model and estimate the determinants of firm values in professional soccer teams from 2007-2016. It will include Asian ownership, percentage of foreign players and Asian sponsorship as new variables. This paper will also test the determinants on market cap and enterprise value in addition to Forbes’ valuation. The results of this study shows that the new variables have a significant impact depending on the valuation that is being tested on.

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Hopper, Ann. "Dying values : a study of professional knowledge and values in health care practice." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312282.

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Dugan, Kevin P. "Relationship of counselor professional affiliation and counselor values." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233203.

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Therapist variables are considered an important research topic, because studies suggest that as clients improve in therapy their values shift towards that of their therapist. This study examined the relationship of professional counseling affiliation and counselor values.Five hundred surveys were sent nationally to counselors based on their membership in the American Association of Christian Counselors (AACC), the American Mental Health Counselors Association (AMHCA), and the Association for Multicultural Counseling and Development (AMCD). Counselors completed a questionnaire which was comprised of a subset of the Jensen and Bergin Mental Health Value Instrument, the Religious Commitment Inventory10, and the Multicultural Counseling Inventory. Based on their primary affiliation as either a Christian, Multicultural, or General Mental Health counselor a final sample of 129 respondents was obtained. Group scores were analyzed through MANOVA and ANOVA techniques.The results of this survey found no differences among the various counseling groups for the mental health value of Autonomy or Self-growth. Christian counselors were found to report higher levels of the mental health value of Religiosity and Religious Commitment. Multicultural counselors were found to report higher levels of multicultural counseling competencies, especially in the areas of Multicultural Counseling Awareness and Multicultural Counseling Knowledge.These findings support the notion that there are differences in values among counselors based on their professional affiliation. Accordingly, it is suggested that future research efforts continue to examine the effect of professional counselor affiliation on counselor values. Special consideration should also be given to researching the process by which counselor values affect change in the part of their clients. Finally, counselors are encouraged in their therapeutic practiceto be aware of their operative value systems and share them with their clients as part of an informed consent. Department of Counseling Psychology and Guidance Services

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Kallestad, Tommy. "Social Work Values : Empowerment, organizational values & professional doxa inside the social work field." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55153.

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This study explores the field of social work values in the social work profession. The aim of the study is to explore how social work values are related to empowerment practices and organizational structures inside the social work field. By using the perspective of empowerment and professional doxa these structures inside the social work field are explored in interviews with nine social workers. These nine interviews show how social workers relate to values insides their profession, how empowerment practices are done, and what kind of organizational conflicts social workers may experience. By using the perspectives of empowerment and professional doxa the interviews been analysed and connected to both local and global concerns for the social work field. Many professional conflicts were found by taking these perspectives that are discussed in this study, as for example role conflicts social workers could experience. Other conflicts were those of structural failures that caused harm to client contacts and economic factors that were deemed more important for organizations than good client outcomes.

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Clarke, Janice Barbara. "Values of lay and professional care : an interpretive enquiry." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324774.

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Haynes, Kelli Welch. "The Importance of Professional Values From Radiologic Technologists' Perspective." Thesis, University of Louisiana at Monroe, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.

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Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists’ perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists’ Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists’ perspective. Results indicate that professional values are important to radiologic technologists. The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values. This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values.

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Llena, Clément. "Enseigner ce que l’on est : quand la concordance de valeurs rime avec bien-être au travail. : Le cas des enseignants d’EPS de l’académie de Lille." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0251.

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L’enseignant est, dans son exercice professionnel, guidé par des motivations personnelles qui se nourrissent de ses propres valeurs. Celles-ci se traduisent par des comportements, des discours et des attitudes et in fine, caractérisent un style pédagogique. Leur importance est relative et crée une hiérarchie pouvant être différente d’un enseignant à l’autre. Dès lors, se pose la question de savoir si certaines valeurs permettraient d’être davantage en bien-être au travail. Plus encore, le fait d’agir en cohérence par rapport à ses valeurs dans son enseignement serait-il un facteur propice à ce bien-être ?L’objectif de la thèse consiste à étudier les relations entre le bien-être au travail et les valeurs des enseignants d’Éducation Physique et Sportive (EPS).En s’inscrivant dans le cadre théorique des valeurs de base de la personne (Schwartz, 1992), un outil de mesure a été conçu pour examiner les valeurs des enseignants d’EPS dans le contexte particulier de l’enseignement de l’EPS avec 599 enseignants d’EPS. Ensuite, le travail a été mené en deux temps. En premier lieu, 396 enseignants d’EPS de l’académie de Lille ont complété un questionnaire permettant d’identifier leur système de valeurs général, leur système de valeurs opérationnalisé en EPS et leur niveau de bien-être subjectif au travail.Les résultats issus des analyses statistiques multifactorielles montrent que les valeurs sont déterminantes pour expliquer le bien-être au travail. Ainsi, ils révèlent que les valeurs d’ouverture au changement et de dépassement de soi sont plus vertueuses que les valeurs de continuité pour le bien-être des enseignants d’EPS. Si la nature des valeurs permet, en partie, d’expliquer le bien-être au travail, le fait d’agir en accord avec son système général de valeurs est un facteur plus déterminant. Ainsi, la concordance entre ses valeurs et ses pratiques professionnelles apparaît comme un objectif prioritaire pour améliorer le bien-être au travail. De plus, les résultats permettent d’identifier quatre profils caractéristiques d’enseignants selon leurs systèmes de valeurs et leur niveau de bien-être : les harmonieux, les compositeurs, les désaccordés et les sans-partitions.Parallèlement à ces enquêtes, douze entretiens semi-directifs ont été menés auprès d’enseignants d’EPS typiques des profils identifiés (trois par profil).Les résultats issus de l’analyse des entretiens permettent non seulement d’affiner la compréhension des profils d’enseignants d’EPS mais également de mieux comprendre le lien entre leurs systèmes de valeurs et leur niveau de bien-être au travail. Par ailleurs, les résultats révèlent que le partage de valeurs avec ses pairs est un facteur médiateur du bien-être au travail des enseignants d’EPS.En conclusion, ce travail de recherche basé sur une méthodologie mixte permet d’amorcer une réflexion pédagogique et didactique autour de l’importance des valeurs et de leur concordance dans l’enseignement. Il soulève également l’importance de clarifier collectivement les valeurs au sein des équipes pédagogiques. Une réflexion et un travail sur ces deux aspects devraient permettre d’améliorer le bien-être au travail des enseignants In their professional practice, personal motivation often guide teachers based on their personal values. These translate into behaviours, discourses, attitudes, and in fine, characterize a pedagogical style. Their importance is relative and creates a hierarchy that may differ from one teacher to another. In this thesis, we examine to what extent specific values may contribute to the increase of well-being at work. Also, is acting following one’s values while teaching a factor leading to well-being? The purpose of this thesis was to examine the relationship between values and well-being at work in Physical Education (PE) teachers.Within the theoretical framework of basic human values (Schwartz, 1992), one questionnaire was developed with 599 PE teachers to examine the professional values of french PE teachers in the area of PE teaching. Then the work was conducted in two steps.First, 396 PE teachers from Lille Academy completed a questionnaire to identify their profile of values, their values operationalized in PE, and their level of subjective well-being at work.Multifactorial statistical analyses show that values are a crucial variable to explain and predict well-being at work. Teachers scoring high in openness to change and self-transcendence higher-order values reported significantly higher well-being levels than those exhibiting high scores in conservation for PE teachers. One’s values are more determinant and significant. Concordance between values and professional practices should thus be an essential goal to reach in order to improve well-being at work.Besides, we identified four characteristic PE profiles according to their value systems and level of well-being: "harmonious," "composers," "detuned," and "without musical scores".Alongside these surveys, we conducted twelve semi-structured interviews with PE teachers taken from the profiles identified (three per profile).Analyses of the interviews helped to refine the understanding of PE teachers’ profiles and the link between their value systems and their level of well-being at work and confirms the findings of the questionnaire. Otherwise, they demonstrate that sharing values with their PE pedagogical team is a mediating factor for their well-being at work.In conclusion, this research, based on a mixed-method, allows starting a pedagogical and didactic reflection about the importance of values and their concordance in teaching. It also highlights the need to clarify collectively the values shared by the members of a pedagogical team. A reflection and work on both issues would improve teachers' well-being at work

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Juodytė, Žižienė Aurelija. "Manipulative Scenarios in News Management: Research of Journalists’ Professional Values." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20120302_093604-61473.

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The problem investigated in the dissertation is the relationship between journalists’ understanding and practice of the professional values in their daily routines and the expansion of news management scenarios into the news production stages. Work presents theoretical framework for the analysis of the professional values as well as the analyses of the power of national media in cultural and economic contexts. Empirical research let to confirm the types of communicative relationships: that of the one-way effect, the mutual effect, and that of the hybrid effect and showed the dynamic position of the journalists during the social interactions of their professional activities. Types of possible manipulative mentality were distinguished in the work. A link between the evaluation of the manipulation and its use was found. The research also showed the relation between the use of the manipulation originated from the materialistic interest and the size of the journalists’ salaries. The connection between the frequency of the manipulation use and the awareness of the use was indicated. The ties between the rate of the manipulation use and the activeness of the contradictory to the professional values behavior were investigated. The research has permitted the detection of manipulative schemes. The use of the manipulation is more often along with the pragmatic professional values. The dissertation states that news management intervention to the news production process is influenced by... [to full text] Disertacijoje nagrinėjamas žurnalistų suvoktų ir rutininėje darbo praktikoje taikomų profesinių vertybių santykis su jų vykdoma informacijos ieškos, apdorojimo ir skelbimo veikla, šių plotmių neatitikimas, dėl ko tampa galimas manipuliacijos naudojimas ir žurnalistų dalyvavimas manipuliaciniuose scenarijuose. Darbe teoriškai pagrįstas žurnalistų profesinių vertybių tyrimas ir aptarti nacionalinės žiniasklaidos instituto galios kultūrinis ir ekonominis kontekstai. Atlikus empirinį tyrimą nustatyti vienpusio, abipusio ir mišraus poveikio komunikaciniai santykiai, išanalizuota sąveikos partnerių padėtis. Empirinio tyrimo duomenys leido nustatyti galimus žurnalistų manipuliacinio mentaliteto tipus. Atitinkamai buvo konstatuotas manipuliacijos vertinimo ir naudojimo santykis, fiksuotas komercinio intereso paskatintas manipuliacijos naudojimo ir žurnalistų atlyginimo dydžio ryšys, išnagrinėta manipuliacijos naudojimo dažnumo ir tokio elgesio sąmoningumo sąsaja, išanalizuotas manipuliacijos naudojimo dažnumo ir žurnalistų profesinėms vertybėms priešingo elgesio aktyvumo santykis. Darbe taip pat aptarta kintanti cenzūros ir šiuolaikinė žurnalistikos misijos samprata, nustatyta žurnalistų vieta naujienų vadybos manipuliaciniuose scenarijuose. Tyrimas leido padaryti išvadą, jog naujienų vadybos intervencija į naujienų gamybos procesą yra ekonominių veiksnių nulemto savanaudiškų žurnalistų ir šaltinių profesinių interesų proveržio pasekmė. Naujienų vadyba turi neigiamą poveikį... [toliau žr. visą tekstą]

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Libros sobre el tema "Professional values"

T, Mitchell Carlton, ed. Values in teaching and professional ethics. Macon, GA: Mercer University Press, 1989.

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Naagarazan, R. S. Textbook on professional ethics and human values. New Delhi: New Age International (P) Ltd., Publishers, 2006.

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Hopkins, David M. Changing career values: Professional employees in the 1980s. Bethlehem, PA: CPC Foundation, 1986.

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1949-, Davison Jon, and Lewis Malcolm, eds. Professional values and practice: Achieving the standards for QTS. New York, NY: RoutledgeFalmer, 2005.

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Vershinina, L. V. Aksiologicheskoe prostranstvo obrazovanii︠a︡: T︠s︡ennostnoe soznanie uchiteli︠a︡ : monografii︠a︡. Samara: Samarskiĭ gos. pedagogicheskiĭ universitet, 2003.

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Estanislao, Jesus P. Guideposts for governance: Indispensable values for individuals, corporations, institutions, and governments units. Makati City, Philippines: Institute for Solidarity in Asia, 2010.

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American Bar Association. Task Force on Law Schools and the Profession: Narrowing the Gap. Statement of fundamental lawyering skills and professional values: Tentative draft. Chicago: The Task Force, 1991.

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Board, Canada Treasury, ed. Values and ethics code for the public service. [Ottawa]: Treasury Board of Canada Secretariat, 2003.

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E, Brinley Douglas, Carter Perry W, and Archibald James K, eds. Moral foundations: Standing firm in a world of shifting values. Provo, Utah: Religious Studies Center, Brigham Young University, 2007.

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Hirst, Ian S. Education for professional practice: Changing values in pre-registration midwifery education. Huddersfield: TheUniversity, 1994.

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Capítulos de libros sobre el tema "Professional values"

Perry, Thomas D. "Values in General." In Professional Philosophy, 145–54. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4532-6_9.

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Busch, Tor, and Alex Murdock. "Professional Values and Professional Identity." In Value-Based Leadership in Public Professions, 27–51. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33110-6_3.

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Roberts, Chris, and Jay Black. "Personal and Professional Values." In Doing Ethics in Media, 199–228. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315174631-12.

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Banks, Sarah. "Professional values and accountabilities." In Critical Practice in Social Work, 32–42. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_3.

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Hinkle, Michelle S., and Meredith Drew. "Personal and Professional Values." In The Reflective Counselor, 168–95. Title: The reflective counselor : 45 activities for developing your professional identity / Michelle S. Hinkle and Meredith Drew. Description: New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429203657-8.

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Grigg, Russell. "Professional values in action." In Becoming an Outstanding Primary School Teacher, 59–84. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-4.

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Janik, Allan S. "Professional Ethics ‘Applies’ Nothing." In Norms, Values, and Society, 197–203. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2454-8_15.

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Ravlin, Elizabeth C., and Xing Liu. "Core Values." In Encyclopedia of Business and Professional Ethics, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-23514-1_1184-1.

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Ravlin, Elizabeth C., and Xing Liu. "Core Values." In Encyclopedia of Business and Professional Ethics, 392–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-22767-8_1184.

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D’Anselmi, Paolo, Athanasios Chymis, and Massimiliano Di Bitetto. "The Role of Professional Groups." In Unknown Values and Stakeholders, 243–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32591-0_17.

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Actas de conferencias sobre el tema "Professional values"

GOLUBIȚCHI, Silvia. "Teacher's professional culture." In "Higher education: traditions, values, perspectives", international scientific conference, 235–39. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p235-239.

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The professional culture of a teacher integrates pedagogical expertise, subject knowledge, but also skills such as communication, empathy and adaptability to the needs of students and the educational community. The postmodern teacher must quickly adapt to changes in society, collaborate effectively and use information technologies, based on a solid theoretical foundation. The teacher's professional culture, influenced by national and regional culture, includes attitudes, values and practices that define educational activity, and emotional culture includes aspects such as self-image, motivation and emotion management. The development of professional identity and competence is supported by professional culture, which promotes ethical standards, adapting to innovations and improving interpersonal relationships. This contributes to increasing the prestige of the profession and encourages continuous learning.

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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.

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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."

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Казакбаева, Гульнара Мухаметхатиповна, and Диана Дмитриевна Фаизова. "PROFESSIONAL VALUES AS A CULTURAL AND SOCIAL PHENOMENON." In Сборник избранных статей по материалам научных конференций ГНИИ "Нацразвитие" (Санкт-Петербург, Август 2021). Crossref, 2021. http://dx.doi.org/10.37539/aug298.2021.22.41.029.

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В своей попытке привлечь внимание к ценностной проблематике авторы ставят вопрос о существовании профессиональных ценностей как самостоятельного уровня ценностей. В статье показано, что профессиональные ценности представляют собой разновидность групповых ценностей, а их специфика всегда будет обусловлена спецификой конкретной профессии. The authors want to attract attention to value issues. They call into question the need to exist of professional values as an independent level of values. They have reasons to believe that professional values are a kind of group values and characteristics of professional values will always be determined by the specificity of a particular profession.

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Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.

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t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increase the knowledge, skills, and professional accomplishments and relationships that a physician and other health care professionals use to provide services to patients, the public, or the profession. The CME system ensures that the latest knowledge and the latest treatment techniques are transferred through additional and continuous form of internal or external training to doctors and medical technicians, and aims to raise the level of expertise and improve the quality of health care in all forms of health care and daily practice. E-learning is a step forward in CME. The aim of this paper is to present the e-learning system of education of medical workers in Serbia, as well as to present the attitudes of health workers about e-learning continuous medical training through empirical research.

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Fuller, Ursula, and Bob Keim. "Assessing students' practice of professional values." In the 13th annual conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1384271.1384296.

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Dalimova, Nilufar, and Rukhsora Odilova. "Characteristics of Professional Values Across Generations." In The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012477100003792.

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Emanova, Juliana. "Ethical professional values of restorers-conservators." In PROCEEDINGS OF THE IV INTERNATIONAL CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING, AND DIGITAL EDUCATION: ASEDU-IV 2024, 050004. AIP Publishing, 2025. https://doi.org/10.1063/5.0257562.

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DNESTREAN, Tatiana, and Aurelia RACU. "Multidisciplinary approaches in initial and continuing education." In "Higher education: traditions, values, perspectives", international scientific conference, 90–96. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p90-96.

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Complex social problems request a combination of the knowledge from different fields. Thus, in order to provide the necessary support to people with disabilities, multidisciplinary intervention is indispensable at the practice level. Professionals from relevant to disability fields (socio-psycho-pedagogy, health, law, etc.) must learn to work together, and initial and continuous training programs need to be adjusted accordingly. They have to be supported to develop communication abilities and conflict avoidance skills, to learn how to work as a team in order to achieve joint results, thus requiring an organizational culture and values that will facilitate collaboration. At the same time, it is essential to provide support during professional practice through continuous training that reflects the real situation, not only providing a theoretical basis and updating knowledge, but also offering the opportunity to practice some basic skills in a safe learning environment, assisted by qualified specialists who can also provide professional supervision and mentorship to practitioners. The fragmentation in the delivery of psycho-social, legal and health services, particularly for vulnerable, disadvantaged groups requiring complex and long-term interventions is reducing doe to multidisciplinarity applied in capacity building of professionals. This approach is already applied internationally and has been initiated in Moldova.

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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.

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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.

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Marques-Sule, Elena, Laura López-López, Marta Aguilar-Rodríguez, Sara Cortés-Amador, Nuria Sempere-Rubio, and Raquel Faubel-Cava. "WHICH PROFESSIONAL VALUES DO PHYSIOTHERAPY STUDENTS CONSIDER MORE IMPORTANT FOR THE PROFESSION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0221.

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Informes sobre el tema "Professional values"

Cramer, III, and Walter E. The Year of Values. Professional Military Values, are they Relevant to Today's Society? Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada170151.

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Kvasnytsia, Olha, Iryna Sniadanko, and Khrystyna Verbytska. THE ROLE OF SENSE OF LIFE ORIENTATIONS IN THE FORMATION OF EXISTENTIAL FULFILLMENT OF STUDENT-JOURNALISTS. Ivan Franko National University of Lviv, April 2025. https://doi.org/10.30970/vjo.2025.56.13277.

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Aim. The purpose of the article is to analyse the relationship between the level of existential fulfillment, sense- of- life and value orientations of students majoring in “Journalism”. The results of the study will contribute to the psychological preparation of students majoring in journalism for future professional activities. The article is based on the analysis of the relationship between the level of existential fulfillment, sense-of -life and value orientations of students majoring in “Journalism”. The article reveals the content and significance of existential fulfillment, sense-of-life and value orientations in the preparation of students majoring in “Journalism” for future professional activities. Methods. Theoretical (analysis of the problem on the basis of psychological and philosophical literature); empirical (fact-finding experiment, testing, survey); methods of mathematical statistics (correlation, cluster, comparative analyses). The following research methods were used: The Existence Scale (A. Lengle, K. Orgler); methodology “The Sense-of-Life Orientations” (SLO) (D. Leontief); methodology “The Diagnostics of Personality Orientation” (B. Bass); methodology “Value Orientations” (M. Rokych). Mathematical data processing and graphical presentation of the results were carried out using the computer package of statistical programs Statistica8.0. Results. The training of students majoring in “Journalism” in higher education institutions in the context of war requires the creation of basic psychological and ethical training for future journalism professionals. The results of the study of students’ sense of life and value orientations, their level of existential fulfillment will contribute to the practical content of the course of journalistic ethics, psychology for journalists, etc. Conclusion. The level of existential fulfillment of students and their system of values plays an important role in preparing them for their future professional activities. A high level of existential fulfillment of students contributes to their greater involvement in professional training, motivation to study, and the formation of their professional identity. Cognitive value. The article deals with the role of existential fulfillment of the individual and its importance in the formation of the emotional and value sphere of activity, motivation to realise personal potential and life in general. The role of existential fulfillment and value orientations in the professional development of students majoring in “Journalism” is revealed. Keywords: existence, existential fulfillment, personality orientation, values, sense-of-life orientations, professional activity, personality, journalism, student.

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Austin, Velda R., and Wayne R. Wilson. Classification of Champus Professional Services to Ambulatory Patient Groups and Assignment of Resource-Based Relative Values. Champus Professional Services Classification Study (CPSCS). Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada251256.

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Oliveira, Rafael, Alexandre Martins, Adrián Moreno-Villanueva, João Brito, Matilde Nalha, Markel Rico-González, and Filipe Clemente. Reference values for external and internal load monitoring in professional male soccer players: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0057.

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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, November 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional development. There was, however, a paradoxical perception among faculty about what universities provide in terms of knowledge, skills, and abilities (KSAs) and what the industry values in new employees. This paradox begs the solution of having university faculty and administrators collaborate with industry professionals in the planning and delivery of professional development activities for students. The California State University system has ready homes for such “third space” activities in their colleges of professional and continuing education (PaCE units) and in their centers and institutes.

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.

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Iurasova, Olga, Larysa Ivashko, Oleksandr Maksymov, and Julia Maksymova. Impact of Return on Education on Economic Growth in EU Countries. Vilnius Business College, December 2024. https://doi.org/10.57005/ab.2024.2.6.

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The objective of this article is to assess the impact of returns on the education and professional skills of workers on economic growth in EU countries. Based on open data, two principal components were formed to identify the aggregated influence of selected indicators on GDP growth. These principal components allow for the evaluation of the degree of influence of education and professional skills of workers on GDP growth for each country. Countries were clustered according to the degree of influence of the obtained principal components on the level of economic development using the k-means method. As a result, 20 EU countries were divided into three clusters. The first cluster consists of developed countries with a high share of innovations. The sec-ond cluster includes developed countries with a lower share of innovations than the first cluster and moderate values of the return on education. The third cluster includes countries with a large share of non-innovative sec-tors. Subsequently, a regression model was constructed to analyse the influence of each component on GDP growth. Based on the comparison of coefficient values, it was concluded that the increase in the relationship between the level of education and GDP growth in EU countries is observed with the increase in the innovative and technological components of the economy.

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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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