Uplifting teachers’ professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction

References

• Adula, B., & Kassahun, M. (2010). Qualitative exploration on the application of student- centered learning in mathematics and natural sciences: The case of selected general secondary schools in Jimma, Ethiopia. Ethiopian Journal of Education & Sciences, 6(1), 41–19.
   Google Scholar
• Ashebir, M. (2014). Practices and challenges of school based continuous professional development in secondary schools of Kemashi Zone [ Master’s Thesis]. Institute of Education and Professional Development Studies, Jimma University.
   Google Scholar
• Belilew, M. (2015). Practices and challenges of implementing cooperative learning: Ethiopian high school EFL teachers’ perspectives. International Journal of Current Research, 7(12), 24584–24593.
   Google Scholar
• Birru, D. (2017). Practices and challenges of teachers’ continuous professional development program in secondary schools of East Shoa Zone, Oromia Regional State [ master’s thesis]. Haramaya University.
   Google Scholar
• Brown, T. A., (2015). Confirmatory factor analysis for applied research (2nd ed.). New York, NY: The Guilford Press
   Google Scholar
• Campbell, C., Lieberman, A., & Anna Yashkina, A. (2016). Developing professional capital in policy and practice. Journal of Professional Capital and Community, 1(3), 219–236. http://dx.doi.org/10.1108/JPCC-03-2016-0004
   Web of Science ®Google Scholar
• Collier, J. E. (2020). Applied structural equation modeling using AMOS: Basic to advanced. In techniques. New York, NY: Routledge.
   Google Scholar
• Daniel, D., Desalegn, C., & Girma, L. (2013). School-based continuous teacher professional development in Addis Ababa: An investigation of practices, opportunities and challenges. Journal of International Cooperation in Education, 15(3), 77–94.
   Google Scholar
• Derebssa, D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
   Google Scholar
• Fekede, T., & Tynjälä, P. (2015). Professional learning of teachers in Ethiopia: Challenges and implications for reform. Australian Journal of Teacher Education, 40(5), 1–26.
   Google Scholar
• Fullan, M. (2016). Amplify change with professional capital. JSD, 37(1), 44–56.
   Google Scholar
• Fullan, M., & Hargreaves, A. (2016). Bringing the profession back in: Call to action. Learning Forward.
   Google Scholar
• Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23(15), 1–22. http://dx.doi.org/10.14507/epaa.v23.1998
   Google Scholar
• Goitom, G. (2015). Policy and practice of teachers’ continuous professional development program: The case of Arada Sub-city Government primary schools [ Master’s Thesis]. School of Graduate Studies, Addis Ababa University.
   Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning, EMEA.
   Google Scholar
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
   Google Scholar
• Hargreaves, A., & Fullan, M. (2013). The power of professional capital. Journal of Staff Development, 34(3), 36–39.
   Google Scholar
• Harris, A., & Jones, M. S. (2017). Professional learning communities: A strategy for school and system improvement? Wales Journal of Education, 19(1), 16–38. https://doi.org/10.16922/wje.19.1.2
   Google Scholar
• Häuberer, J. (2011). Social capital theory: Towards a methodological foundation. Germany: VS Verlag für Sozialwissenschaften, Springer Fachmedien.
   Google Scholar
• Healthfield, B. (2011). Human capital: A theoretical & empirical Analysis with special reference to education analysis. Chicago: University of Chicago Press.
   Google Scholar
• Herzog, T. (2016).Bowling together: On selected aspects of professional capital in 21st century education. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, 15, 113–127.
   Google Scholar
• Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. United States of America: Taylor & Francis Group.
   Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Ikoma, S. (2016). Individual excellence versus collaborative culture: A cross-national analysis of professional capital in the U.S., Finland, Japan, and Singapore [ Ph.D. dissertation]. College of Education, The Pennsylvania State University. Retrieved November 2/2019 from https://etda.libraries.psu.edu/files/final_submissions/11689
   Google Scholar
• International Labour Organization (ILO). (2012). Handbook of good human resource practices in the teaching profession. ILO Publications. International Labour Office.
   Google Scholar
• Jain, S., & Verma, S. (2014). Teacher’s job satisfaction and job performance. Global Journal of Multidisciplinary Studies, 2(2), 2–15.
   Google Scholar
• Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
   Google Scholar
• Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review, 30–35. Retrieved March 13/2020 from: https://ssir.org/images/articles/Missing_Link_Cover.pdf
   Google Scholar
• Liu, X. (2018). Effect of professional development, self-efficacy on teachers’ job satisfaction in Swedish lower secondary school [ Master thesis]. Department of Education and Special Education, Ghent University. https://doi.org/10.13140/RG.2.2.31377.45925
   Google Scholar
• Miles, J. A. (2012). Management and organization theory. San Francisco, CA: John Wiley & Sons, Inc.
   Google Scholar
• Ministry of Education (MoE). (2004) . Continuous professional development for school teachers: A guide line. The federal democratic republic of Ethiopia. Ministry of Education, Addis Ababa.
   Google Scholar
• MoE, (2009). Continuous professional development for primary and secondary school teachers, leaders and supervisors in Ethiopia: The framework. Ministry of Education, Federal Democratic Republic of Ethiopia.
   Google Scholar
• MoE. (2015). Education sector development programme V (ESDP V): Programme action plan. The federal democratic republic of Ethiopia. Ministry of Education, Addis Ababa.
   Google Scholar
• MoE. (2018). Ethiopian education development roadmap (2018-30). Education Strategy Center (ESC), Ministry of Education, Addis Ababa.
   Google Scholar
• Myung, J., Martinez, K., & Nordstrum, L. (2013). A human capital framework for a stronger teacher workforce.Carnegie Foundation for the Advancement of Teaching, Stanford, California. Retrieved November 10/2019 from https://www.carnegiefoundation.org/wp- content/uploads/2013/08/Human_Capital_whitepaper2.pdf
   Google Scholar
• Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10–18. http://dx.doi.org/10.1016/j.tate.2016.11.004
   Web of Science ®Google Scholar
• OECD. (2014). TALIS 2013 Results: An international perspective on teaching and learning. https://doi.org/10.1787/9789264196261-en
   Google Scholar
• OECD. (2016). Supporting teacher professionalism: Insights from TALIS. https://doi.org/10.1787/9789264248601-en
   Google Scholar
• OECD. (2020). TALIS 2018 results (volume ii): Teachers and school leaders as valued professionals. https://doi.org/10.1787/19cf08df-en
   Google Scholar
• Pilarta, M. A. (2015). Job Satisfaction and teachers performance in Abra state institute of sciences and technology. Global Journal of Management and Business Research, 15(4), 81–85.
   Google Scholar
• Reichenberg, M., & Andreassen, R. (2018). Comparing Swedish and Norwegian teachers’ professional development: How human capital and social capital factor into teachers’ reading habits. Reading Psychology, 39(5), 442–467. https://doi.org/10.1080/02702711.2018.1464530
   Web of Science ®Google Scholar
• Sell, K. (2015). Receptive accountability and professional capital: An examination of teachers’ perceptions in an international school. International Journal of Innovation, Creativity and Change, 2(1). Retrieved from: http://www.ijicc.net
   Google Scholar
• Sintayehu, B. (2021). Analysis contributions of school climate and teachers’ professional identity to professional capital development in Awi zone primary schools [ Ph.D. dissertation]. Department of Teacher Education and Curriculum Studies, Bahir Dar University.
   Google Scholar
• Smith, K. (2017). Teachers as self-directed learners: Active positioning through professional learning. Springer Nature Singapore Pte Ltd.
   Google Scholar
• Tadele, Z. (2013). Teacher induction and the continuing professional development of teachers in Ethiopia: Case studies of three first-year primary school teachers[ Doctoral Dissertation]. University of South Africa
   Google Scholar
• Tadesse, M. (2015). Differentiated instruction: Perceptions, practices and challenges of primary school teachers. Science, Technology and Arts Research Journal, 4(3), 253–264. http://dx.doi.org/10.4314/star.v4i3.37
   Google Scholar
• Tadesse, M. (2018). Perceptions of primary school teachers on differentiated instruction. Bahir Dar Journal of Education, 19(1), 152–173.
   Google Scholar
• Tadesse, M. (2020). Differentiated instruction: Analysis of primary school teachers’ experiences in Amhara region, Ethiopia. Bahir Dar Journal of Education, 20(1), 91–113.
   Google Scholar
• Tadesse, M., Belete, K., Tilaye, K., Abreham, Z., & Desalegn, T. (2021). A study on re-thinking teachers, school leaders and educational professionals training in Ethiopia” (draft). MoE & EDT. Addis Ababa.
   Google Scholar
• Taylor, J., Cooper-Thomas, H. D., & Peterson, E. R. (2015). Motivated learning: The relationship between student needs and attitudes. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds), The Routledge international handbook of social psychology of the classroom (pp. 42–50). New York, NY: Routledge: Routledge
   Google Scholar
• Thoonen, E., Sleegers, P., Oort, F., Peetsma, T., & Geijsel, F. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185
   Web of Science ®Google Scholar
• Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 1–28. https://doi.org/10.1080/00131911.2019.1705247
   Web of Science ®Google Scholar
• Uba, N. J., & Chinonyerem, O. J. (2017). Human capital development a strategy for sustainable development in the Nigerian education system. African Research Review, 11(2), 178–189. http://dx.doi.org/10.4314/afrrev.v11i2.13
   Google Scholar
• United Nations. (2016). Guide on measuring human capital. https://unstats.un.org/unsd/nationalaccount/consultationDocs/HumanCapitalGuide.web.pdf
   Google Scholar
• Watts, D. S. (2018). The relationship between professional development and professional capital: A case study of international schools in Asia. University of Kentucky. Theses and Dissertations–Education Science. 44. https://uknowledge.uky.edu/edsc_etds/44
   Google Scholar
• Werang, B. R., & Agung, A. A. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700–711.
   Google Scholar
• Wudu, M., Tefera, T., & Woldu, A. (2009). The practice of learner-centered method in upper primary schools of Ethiopia. The Ethiopian Journal of Education and Sciences, 4(2), 27–43.
   Google Scholar
• Yalew, E., Dawit, M., & Alemayehu, B. (2010). Investigation of causes of low academic performance of students in grade 8 regional examination in Amhara Region. Amhara National Regional State Education Bureau.
   Google Scholar