An individual’s attributes such as direct and authentic experience, self-observation, feedbacks received and emotional states are classified as personal factors, whereas training access and support serve as the supporting role within the environment. Counseling self-efficacy is being categorized as cognitive factor which plays the mediation role. Job satisfaction is assessment of the individual on their experience with the work environment and it is recorded, emotionally, as a sense of achievement and contentment they experience within the self. It serves as the push factor and has substantial effects on the job satisfaction and the commitment of the school
It offers information to help teachers improve, whether they are starting out as an English language teacher, or whether they are already a highly experienced English language teacher. It integrates the idea of “reflective practice”: the significance of reflecting on what you are doing, as a crucial part of your development process. According to Schwartz and Bryan (1998), professional development means something different to individuals. A simple definition of professional development is a plan to provide opportunities to progress professionally or individually. A more formal meaning of professional development is contribution and participation in courses, programs, workshops and other activities by the aim of developing and bring up-to-date professional skills (Schwartz & Bryan, 1998).
Such as dealing with aspects of work design, organizational structure and managerial problems such as improving communicative channels (Randall & Nielsen, 2010:91). Therefore, because PIs tackle problems head on they do not necessarily serve as a preventative measure but rather as an alleviative measure. In contrast, secondary interventions (SIs) are ameliorative and are aimed at modifying an individual’s perception of stressors by reducing/eliminating the harm to employees (LaMontagne et al., 2007; Randall & Nielsen, 2010:92). According to Randall and Nielsen (2010:92), SIs focus on training employees to respond in a positive way to taxing situations by either thinking or behaving differently. Alternatively, tertiary interventions (TIs) are reactive and are aimed at employees who are already experiencing problems with their well-being, like Pamela ((LaMontagne et al., 2007; Randall & Nielsen,
It leads to multiple solutions with a broader perspective. • Responsibility: - Dewey opines that responsible teachers bring changes in the students by their experimentation .Reflecting one’s principles to enhance teaching as well as an active yearning to listen more, to pay attention to alternative possibility. Reflective teachers are constantly questioning themselves with questions
The Reflective dimension involves internal and external self-assessment of previous experiences to allow for personal and professional growth (Olckers, Gibbs & Duncan, 2007: 4). This developing self-awareness enables a professional to make informed decisions (Hoffman,
He suggested that there are two factors concerning the development of the person, namely, 1) his/her actual development or what he/she can independently do without help and 2) his/her potential development or what he/she can do with the assistance of others (Berns, 2007). This exhibits one of the positive effects of peer pressure. Zone of Proximal Development (ZPD) was also present in this theory. ZPD is the place wherein the person and his/her helper will be able to meet halfway and maximize the opportunity of development and learning by working together on different tasks constructed in such a way that helps the person improve (Mercer & Littleton, 2007). The ZPD was in between what the person already knows and what he/she needs to know in order to advance his/her knowledge.
Mudrock and Scutt (2003) explaines self-development in the context of a manager, to improve themselves and perform successfully in order to come across objectives of the organisation. Stickland (1996) states self-development paves the way for employees to be succeeded in their career demands in the emotional convention. In the same way, In contrast, Stickland (1996) argues self-development merely as a self-motivating model and further indicates that people feel difficult to manage self-development procedures without an approach for the direction and practical assistance hence the procedures of self-development are complicated. However, Pedler (1982) mentions that self-development assists managers in organisations to identify their own matters and develop their role as a manager by improving knowledge and skills with the guide provided by colleagues at the
Encouragement is a technique that helps the client to find his/her own strengths and recognise their power in order to affect the world through choice. Praise and encouragement are two different things; ideally encouragement happens before the client attempts a desired change or action. Encouragement can also be used to combat the client’s feelings of discouragement that some clients bring to the counselling session. Encouragement gives the client hope that they can have better lives (Murdock, 2013). Pleasing someone is another technique that the counsellor can make use of, the counsellor points out the client’s faulty life style and encourages the client to think daily about how and of a way of pleasing another individual (Murdock, 2013).
These definitions capture the vital elements of coaching Whitmore (2002) highlights the “person’s potential to maximise their own performance”, and also highlights an important aspect of coaching, that is the coach’s belief about human potential and that this belief will make a difference to the process. The coach must see the client in terms of their future potential, not their past performance. Grant (1999) describes the collaboration, the one to one conversation that takes place between coach and coachee. It is a systematic process facilitated by the coach which has a focus on solution and results and aims to enhance performance, experience and personal growth. The enhancement is achieved by action and goal setting.
I need to take action to address them. I need to seek help from supervisor for training or education session to improve my skills and knowledge. It is necessary to identify own limitations, weakness. Self evaluation, help to determine whether the skills currently I have are sufficient or whether they need to be improved. The benefits of encouraging and accepting feedback is to help me improve my work learn from my mistakes and to help me feel more confident in the work that I am doing.
Even though they intersect the therapists are usually looking for a different outcome. The difference in outcome is what makes these two types of therapy crucial to each other. Contrasting occupational and physical therapy will show more clearly why both are needed in their own right; these two therapy categories complement each other from their therapy practices to the education given to patients, and even with their end goal. Occupational therapy can vary immensely. Gary Kielhofner stated in Conceptual Foundations Of Occupational Therapy Practice “The observation that engagement in an occupation had the potential to transform people is what brought the field into existence.” This is why occupational therapy patients are given tasks instead of simple movements.