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Examining the information seeking and sharing activities in a virtual community of librarians
Examining the information seeking and sharing activities in a virtual community of librarians
by Franklin Gyamfi Agyemang
Keep ReadingHigher education and career aspirations among secondary school students in Southern Ethiopia
Uplifting teachers' professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction
Examining the information seeking and sharing activities in a virtual community of librarians
by Franklin Gyamfi Agyemang
The study examines the information exchange activities among librarians when communicating in a virtual community. Specifically, the study explores the kind of information librarians seek or share in a virtual community. The study also explores how librarians react to the shared or sought-for information in a virtual community. This study was carried out on 50 librarians in community of practice on a WhatsApp platform. Netnography as a research design was used in this study. Data were analysed using thematic content analysis techniques. The findings show that librarians share information that encourage and support one another. The findings also show that librarians share and seek related information on career and institutional work, thought-provoking information and personality quotes. In reaction to the shared information, librarians peruse shared information for their authenticity. Librarians share appreciative messages in reaction to the sharing of important and educative information. In the situation of misinformation or where suspicious information is shared, librarians counter the shared information in reaction by posting messages cautioning librarians to beware of scam. © The Author(s) 2021.
Higher education and career aspirations among secondary school students in Southern Ethiopia
by Zewude, Bewunetu
The objective of the present research was to identify the level of aspiration of secondary school students to join higher education and their career preferences. Quantitative data were collected from secondary school students in Wolaita Sodo town, Southern Ethiopia. The results have shown that students have high aspiration to join higher education institutions. While most students prefer to join public higher education institutions, larger number of students disclosed their interest to join higher education institutions located in/nearer to their locality. Furthermore, having the finding that most students choose to be remembered for being an outstanding student in the school added to increased consideration of reaching at the highest level of education as the most preferred avenue to upward social mobility, we found a higher place of academic achievement in the value system of high school students in the study area. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Uplifting teachers' professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction
by Melesse, Tadesse
Building teachers' professional capital as a mix of human, social and decisional capital is a prominent strategy to transform the teaching profession and ensure quality education. However, a scant of evidence is available about the determinants of professional capital development in Ethiopia. This study examined the link between engagement in diverse professional learning activities, job satisfaction, and teacher professional capital development using data from 302 primary school teachers of Banja Woreda, Amhara Region, Ethiopia. SEM analysis suggested that teacher engagement in individual professional learning activities and job satisfaction directly influences professional capital development, and teacher engagement in collaborative professional learning activities indirectly influences professional capital development through job satisfaction. Mediation analysis revealed that teacher job satisfaction partially mediates the effect of engagement in individual professional learning activities and fully mediates the effect of engagement in collaborative professional learning activities on teachers' professional capital development.
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