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This research seeks to: describe teacher competence and proposes a hypothetic model for teacher competence development in Madrasah Aliyah of Yogyakarta. This article uses Research & Development (R & D) method to design techer competence development model, and data collection is based on questionaries, interview and Focus Group Discussion (FGD). Some aspects of teacher competence measured in this research include: paedagogical competence, personal competence, professional competence, and social competence. The result shows that some aspects of the teacher competences in the Madrasah that are still need to be improved are as follow: 1) Paedagogical competence. The Madrasah teachers in Yogyakarta are still need to improve their capacity in facilitating students’ ability in actualizing and expressing their their potential and capacity; 2) Personal competence. The teachers needs to improve and develop their self-government and self-descipline in a professional way; 3) Professional competence. The teachers need to develop their aptitude and professionalism sustainably in order to conduct a reflective action and be able to use iformation technology during the course of teaching-learning process; 4) Social competence. The teachers need increase their skill in communicating with their collagues and among the academic communities. Ketwords: Teacher competence, the madrasah, education, teaching-learning development.

Vilniaus universitetasSocialinio darbo katedraUniversiteto g. 9/1 – 309 kab.LT-01513 VilniusTel. 8 615 17 924El. paštas: violeta.gevorgianiene@fsf.vu.lt Šio straipsnio tikslas – remiantis skirtingoms disciplinoms atstovaujančių specialistų nuomonių tyrimu aptarti asmeninių kompetencijų reikšmę tarpdisciplininių ankstyvosios intervencijos vaikystėje komandų veiklai. Įvairioms profesinėms sritims atstovaujančių specialistų kompleksinė pagalba rizikos situacijoje esančiam žmogui reikalauja darnių veiksmų. Tokių veiksmų sėkmė priklauso ne tik nuo sprendžiamos problemos sudėtingumo, bet ir nuo kompetencijų, kurias demonstruoja atskiri komandos nariai ir visa komanda. Ankstyvosios intervencijos tarnybų specialistų sudaryti kompetencijų sąrašai parodė, kad dabartiniame tarpdisciplininio bendradarbiavimo etape (nesant senų tokio bendradarbiavimo tradicijų) didžiausia reikšmė yra skiriama komandos nario geranoriškumui ir atvirumui patirčiai.Pagrindiniai žodžiai: tarpdisciplininė komanda, asmeninė kompetencija, refleksija. THE SIGNIFICANCE OF PERSONAL COMPETENCIES IN THE WORK OF AN INTERDISCIPLINARY TEAMVioleta Gevorgianienė SummaryA complex support of a person in a difficult life situation requires coordinated efforts of specialists representing various professional fields. The quality of support and successful interdisciplinary team work in general depends not only on the complexity of the task, but also on competencies demonstrated by individual members of a team and the whole team in general. In the article the significance of personal competencies in interdisciplinary teams is analysed, based on the opinions survey of professionals working in early childhood intervention services. The method of expert evaluation (questionnaire) was used. Respondents were asked to compose two lists of competencies: firstly, to cognitively reflect on competencies which they considered important for the team work and, secondly, to recall most important competencies which they observed in practice and which most contributed to the successful team work. The lists of competencies composed by professionals revealed that in the current stage of interdisciplinary cooperation (when traditions of common work of different professionals are not yet strong) experts allocate the highest importance to competencies closely related to personal qualities of a colleague, such as agreeableness (revealed in the cognitive reflection) and openness to new experience (revealed in practice reflection).Key words: interdisciplinary team, personal competence, reflection.

Objective is to be achieved in this study was to determine the success of plantingvalues-based character of Javanese culture in improving personal competence ofteachers, research was conducted in Dabin Sudirman is in SD 1Bulungcangkring. To determine the success of the study, the researchers gave thepretest and reflection, reflection in cycle 1 and 2. The purpose of the pretest wasto determine the initial condition of personal competence of teachers, while thereflection 1 and 2 is intended to determine the success of the action, whether theaction is implemented there is increasing? what does not. in addition to validatingthe results of the study, researchers using observation data and observations thathave been analyzed, the data will be used for the development of more lanjut.Daridata analysis proved that there is an increase in the average score rose 24.9points from the value of the pretest or 12 , 44%.

The purpose of this research is to describe the profile and level of psychological resilience of adolescents living at social shelter. This research is using quantitative, cross-sectional design, descriptive approach and the population is adolescents who live at social shelter in Jakarta and Bekasi. Due to the explorative nature of this study and lack of the acurate data about total amount the teenagers, the sample of this research is taken by using convenience sampling technique across 12 Social Shelter in Jakarta and Bekasi. The sample of the study is 200 Adolescents. Adapted scale of resilience by Connor – Davidson was used for measure resilience level and descriptive statistic was used for the analysis. The result of this research found that 46.5% of participants have high resilience and 52.5% has moderate level of resilience. Whereas, only 1% who has low level of resiliences. Based on the analysis from each dimension, the highest dimension of resilience is in the domain of “Personal Competence” and the lowest one is on “Tolerance of Negative Affect”. This result implied that to developing resilience program for adolescents at social shelter, it is needed to help them develop their ability to overcome the negative affect.

This paper describes the development of the Emotional intelligence Scale EI(PcSc)scale as tested on pilot study of 200 respondents. The EI(PcSc)scale is a self-report questionnaire comprising two parts: personal competence and social competence that measures six facets of emotional intelligence in the workplace. Estimates of internal consistency for the subscales ranged from .78 to .91.

The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a professional qualification. In order to become professionally qualified, teachers with a degree must complete a Post Graduate Certificate in Education (PGCE), which is traditionally a programme offered to fulltime ‘pre-service’ student teachers. However, part-time students have already been teaching in schools for some years and thus are in fact ‘in-service’ teachers. They have already gained professional practical knowledge through learning on-the-job. The study aimed to investigate what kind of knowledge they had learnt through experience and how this knowledge changes as a result of their formal learning on the PGCE. The study interviewed twenty part time PGCE students who are already practicing teachers about the kind of professional knowledge they acquired through the formal programme and their perceptions of how their practice changed as a result of this learning. Most of the respondents said that they had changed their teaching practice as a result of studying for the PGCE and that pedagogical knowledge about assessment, classroom management and lesson structuring strategies were deemed to be most important. More than half reported that the programme had developed their confidence as a result of both developing personal competence and through becoming a ‘real’ teacher by dint of achieving professional status. This points to the importance of offering teachers with a degree the opportunity to become professionally qualified through a flexibly offered programme.

The article describes how personal qualities in the helpers are important measures to prevent aggression and violent behaviour from adolescents living in childcare institutions. Our research question was: In what way does personal competence make a difference in the prevention of violence, and how is this ‘personal competence’ expressed? Through six semi-structured individual interviews and one focus group interview with staff from five state-run childcare institutions in Norway, we found that the helpers’ attitude is of great importance to avoid unnecessary confrontation. Our study indicates that staff who search to find the reason behind aggression, and who are deeply concerned about the well-being of the young people tend to ease conflict, rather than trigger it. We see their attitude as a choice of perspective in their work with adolescents, and we see it as a phenomenological-hermeneutic approach. This perspective is an integral part of the child-care workers’ personal competence, and implies recognition of the perspectives young people have on their own situation. The importance of personal competence to prevent aggression and violent behaviour is evident, and the ability of mentalisation is argued to be significant in these child-care workers.

Prenatal diagnostics of anatomic and chromosomal defects at future child is represents high-allowing technology in system of obstetric monitoring behind the course of pregnancy and a condition of a fruit. Carrying out reform of system of prenatal screening in territorial subjects of the Russian Federation within transition to the international standard of diagnostics to early terms of the pregnancy which is carried out with support of the Government, demands regular audit. The analysis of the first results innovative for the country of mass combined PS of 1 trimester is carried out with use of the uniform software, allowing to calculate individual risk of frequent chromosomal aneuploidiya at a fruit on biochemical and ultrasonic markers only on condition of existence of personal competence of the ultrasonographer.

Summary This study analyzes whether resilience, defined as a process rather than as a static response over time, is associated with social work. The main aim was to determine whether social work increases resilience in students and professionals during training and when practicing the profession. The sample consisted of 613 university students and professionals from Malaga (Spain). Findings The longitudinal study of social work students indicated statistically significant within-subjects differences during their university course in the components of resilience (personal competence, acceptance of self and life, and social support). Regarding professionals, the results show a positive association between years of experience and their acceptance of self and life and coping with workplace adversity. Applications Implications include the need to focus on the development of positive experiences during training and the practice of social work, such as the capacity to be resilient.

This research shows that there are some positive and significant impacts between external motivation i.e. basic salary, job allowance, personal competence, academic job promotion and competence toward teachers' working performance in Jayapura, Papua Indonesia. Although all five independent variables have positive and significant impact on dependent variables. Partially, the impact of the all five independent variables on dependent variable (teacher performance indeed still very poor). Seeing this result, the governments need to give more attention through satisfying compensation which can enhance the teachers' creativity so their performance would be improved as well. If this can be enhanced based on the teachers' need, then they would have broader chance to develop themselves either in education enhancement, skills, or their responsibility in doing their job. Keyword: basic salary, job allowance, personal competence, academic job promotion and competence, teachers' performance.

Purpose: The purpose of this study was to identify the predictive factors on quality of life (QOL) in the urban residents by age. Met hods: A cross-sectional descriptive design was used. A total of 592 urban residents, ages of 20 to 59, completed a self-reported questionnaire including WHO QOL Scale-Brief (WHOQOL -BREF), Health Promoting Life Style Profile II (HPLP), Personal Competence of Health Care Scale (PCHC), and self-efficacy scale. Data were analyzed with descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficients, and multiple regressions by SPSS 18.0. Results: The mean scores were 53.71 in QOL, and subscales were 14.41 in physical health, 13.31 in psychological, 13.87 in social relationship, and 12.12 in environment. There were significant differences by age groups, gender, education, family income, job, and present illness in QOL. QOL were significantly associated with HPLP, PCHC, and self-efficacy. The results of multiple regression indicated that HPLP, PCHC, marital state, and self-efficacy in the 20s, HPLP, self-efficacy, age, marital state, religion, and PCHC in the 30s, HPLP, PCHC, self-efficacy, and family income in the 40s, and HPLP, PCHC, self-efficacy, and gender in the 50s were statistically significant in predicting QOL. Conclusion: It is important to develop distinct programs by age for improving of quality of life for adults.

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children’s learning in preschool. The study aimed to answer the following questions: What is ‘learning’? How do children learn? What are the best conditions for children’s learning? What is the role of participation in children’s learning? The results show that from the teacher’s perspectives, children’s learning is connected to children’s social interaction and development in which the children’s initiatives are crucial. Learning, to a great extent, results from children’s active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.

Introduction. The locus of control and the sense of competence are the psychological resources relevant to the taking-up and continuation of actions in certain situations. They are important regulating factors of the relationships between the man and the environment. It seems that, in such a specific field as martial arts are, these characteristics are useful and their identification and targeted strengthening desirable. The aim of the research presented in this paper was to gather knowledge about the sense of competence and self-control of young people practicing martial arts, as well as the relationship between these variables. Materials and methods. A total of 39 people aged 14-19 years participated in this research. All of them practiced martial arts. They had an average of more than two years training. Data were collected through the (KBPK) Locus of control Questionnaire (by G. and A. Krasowicz Kurzyp-Wojnarski) and the Personal Competence Scale KompOs (by Z. Juczyñski), and a questionnaire designed specifically for this research. Results. Statistical analyses conducted for the study have showed that the respondents represent a transient sense of locus of control, and average levels of personal competence in the field of strength and perseverance. Out of the measured variables, the locus of control in the event of success and a sense of strength were relatively highest. These variables also proved to be interdependent. Analysis also allowed for identification of many other relationships between the variables. Conclusions. Our findings may provide a clue for a possible modification of programs mentally preparing young athletes for martial arts sports. They may also act as suggestions sensitise trainers to specific psychosocial needs of young athletes.

The objective of this research was to observe the pedagogic, professional, personal, and social competence of high school biology teachers in Batu Bara district. The population in this research were all of biology teacher in high school of Batu Bara district as many 22 people. Samples were taken by purposive sampling with a sample of 22 teachers, 90 students from 9 schools were each taken 10 students, 3 lecturers as validator expert. This research was conducted by using descriptive qualitative. Data were collected using questionnaire of observation, test comprehension, student assessment, teacher and student questionnaires. The results showed that pedagogic competence was appropriate, with the highest result in the mastery of the learning (4,85±0,357) and pre-learning (4,32±0,862) but still in appropriate criteria, from the test given to teachers on average 57,72 % of teachers can answer the test given by the highest score successfully answered 39 questions with 78% comprehension level of the lowest value just answer 11 questions with a level of comprehension 22%.In the professional competence of the teaching materials scored significantly higher values ​​(116.05 ± 6.973) and the lowest value (38.91 ± 3.350) suggesting that teacher professional attitude towards the teaching materials they provide.The results of a questionnaire assessment of teachers and students questionnaire also showed the results of personal competence and social competence biology teacher in Batu Bara District was very well.At the personal competence, the average value of the total aspects of the assesment (77.68 ± 5.867) and assessment of students with an average value (89.77 ± 4.350), and on the social competence, the mean value of the total aspects of the assessment (85.09 ± 3.829 ) on the teacher questionnaire, as well as the mean value (87.53 ± 3.706) in the student questionnaire.This study has implications for the importance of sustainable development for high school biology teachers in Batu Bara district.

The thesis deals with self-management of head teachers and its application in the present which is characterized by an environment of never-ending changes which place considerable demands on the overall preparedness of school management to face these demands. This theses has been completed using search of available literature and free Internet resources related to this issue. The theoretical part explains the basic concepts related to the topic. The personality and skills of managers are also described there. Based on the analysis and comparison of scientific literature I describe the techniques and procedures recommended by the authors who deal with this issue. With the help of a survey in the form of half-structured interviews with managers of education in different types of schools in a district town I try to find out what self-management techniques covering the biological, psychological and social areas are practised by head teachers in order to maintain and develop relevant skills. In conclusion, based on the acquired data I suggest a process of self-management of head teachers. Recommended methods and procedures can be used as a strategic tool for maintaining and developing their competencies necessary to carry out their profession in a quality way. KEYWORDS school director, self-management,...

The top-to-down and bottom-to-up processes in the semantic competence management of curriculum development in higher education context were investigated based on different semantic systems for curriculum management. As a result the paper proposes the framework and the three interrelated curriculum maturing cycles of (i) standards maturing, (ii) curriculum maturing and (iii) personal competence maturing in semantic systems for academic organizations.

Virtual Communities of Practice (CoPs) that are launched and managed by organizations have been amply documented in KM literature, but extra-organizational virtual CoPs have received little coverage. This study performs an ethnography of an extra-organizational Usenet-based CoP of tax professionals, using a longitudinal Social Network Analysis to map a tight-knit long-lived community and identify its members. The result is a naturalistic description of the ways in which the Wenger dimensions of Mutual engagement, Joint enterprise and Shared repertoire manifest themselves in day-to-day interactions in an online CoP. The study highlights how energetic voluntary participation by members produces a successful long-lived virtual CoP, even in the absence of organizational KM or IT resources. For independent professionals, extra-organizational virtual CoPs can provide a powerful support group and the means to constantly update their personal competence. For organizations intent on developing formalized CoPs, these results are a useful reminder that member commitment is the ultimate driver of a CoP’s success.

In this piece, we present some broad conclusions about leadership in Asia in terms of answering the question of what drives effective leadership in Asia? We do this in terms of addressing questions of relevance and impact of: country context, company culture, personal competence. We then outline the implications of this in terms of theory, research and practice. We then go on and end our piece by noting some important points for both managers and academics, and the future of leadership in Asia.

PurposeThe purpose of this paper is to identify the different perceptions of the antecedents of trust in asymmetrical business‐to‐business relationships between food producers and retailers.Design/methodology/approachThe empirical data consist of semi‐structured face‐to‐face interviews with 38 small food businesses and 54 retailers. The analysis combined both qualitative and quantitative methods.FindingsThe main differences identified in the antecedents of trust concerned the role of price, market potential, customer orientation, size, organisational/personal competence, marketing spirit, previous experiences, distribution of liabilities, communication, intimacy, reputation and references. In an asymmetrical business relationship, the characteristics of the less powerful partner are emphasised while the role of the more powerful partner in the development and maintenance of trust is minor.Practical implicationsIf business partners are not aware of the particular antecedents of trust valued by the other party, this may create a sense of mistrust and hinder the development of the relationship at more profound levels. By revealing the essential differences in the perceptions of antecedents of trust, the paper enables both researchers interested in business relations and practitioners to better understand the challenges that businesses in dyadic relationships encounter, especially where the relationship is marked by asymmetry.Originality/valueAs there is a lack of dyadic approach to trust, studying both sides of the relationship dyad simultaneously makes visible the asymmetrical features inherent in the relationship between retailers and small food businesses. The paper contributes to the gap in the literature on trust by presenting new insights on asymmetrical buyer‐seller relationships.

In India, according to the 2001 census, 41% of the total population is under 34 years old. The National Youth Policy is committed to their all round development and identifies ‘disabled youth’ as a priority focus. Based on data collected through interviews, this paper examines the participation and purposeful engagement of youth with disabilities. The research findings suggest that many of the exclusions faced by these youth were not primarily because of their impairment, but rather were significantly determined by the socio-cultural and economic realities of their lives. Evidence also highlights these young people's strong sense of independence and personal competence.

This study explored resiliency factors in middle- and upper-income single mothers, a subset of single parents representing 73% of single mothers in the United States. The study used demographic information and the Connor–Davidson Resilience Scale (CD–RISC) to examine if income, education level, or type of marital status is related to resiliency factors among single mothers. An analysis of variance was conducted to compare group differences among income levels, education levels, and types of marital status with resiliency scores. Results revealed that the middle- and upper-income single mothers were generally resilient. A descriptive analysis of descending means revealed five resiliency factors on the CD–RISC that were most strongly rated, four of which relate to personal competence and tenacity. Implications for clinical practice and recommendations for future research to expand the body of research on single mothers were included in this study.

This study was examined Gender different between Imaginary Audience and Personal Fable with Resilience among Male and Female. Seven-hundred- high school students (353 girls & 347 boys) were participants of the study. New Personal Fable Scale and New Imaginary Audience Scale and Adult Resilience Scale were used as measures of the study. Results of simultaneous multiple regression analysis showed (Female& male) that: A) Imaginary Audience was significant positive predictor of the social competence and Family coherenceand. b) the omnipotence was positive predictor of all subscales of RSA c): the Uniqueness for(Female) was negative predictor of Personal competence,Family coherence and Personal structure subscales; the Uniqueness for (Male) was significant positive predictor of the social competence was negative predictor of Personal structure d) Invulnerability(Female) was significant negative predictor Personal structure and family coherence but(Male) was negative predictor of Personal structure, (Female& male) significant positive predictor was Social support.

Although specific studies devoted to emotional intelligence are increasingly numerous and documented, the Romanian school seems to keep moving forward ignoring the pupils’ emotional needs. Aspects such as self-confidence, emotional self-control, empathy, motivation and socialization rarely constitute the object of the teachers’ systematic, long-term concerns. Starting from theoretical assumptions (emotional intelligence is crucial for success in life and it can be acquired), the authors aim at an experimental programme for stimulating the elementary pupil's emotional intelligence, focused basically on integrating the ABC cognitive model (in the educational process for Romanian Language and Literature, and Counseling and Orientation).

The aim of this study was to complete a thorough psychometric evaluation of the 'RS-nl', a Dutch adaptation of the Wagnild and Young Resilience Scale. All of the 25 items of the original RS were retained, but a 4-point rather than a 7-point response was used and one item was reworded by removal of the negation. Psychometric analyses on 3265 healthy participants revealed a significant positive association between age and the total resilience score, confirming the findings with the Swedish version by Lundman et al. To a lesser extent, associations between education and the subscale 'Personal Competence' and between gender and the subscale 'Acceptance of Self and Life' was found. There was, however, no strong evidence for a five factor structure reflecting the five characteristics described by Wagnild and Young, mainly because of high secondary loadings. Therefore, in accordance with the 25-item RS, a two factor model (creating the subscales 'Personal Competence' and 'Acceptance of Self and Life') was maintained. The RS-nl seems to be a valid and useful screening instrument to detect persons at risk, who could benefit from closer and prolonged psychological help.

The principal is the central figure in the improvement of the quality of education in schools. Success or failure of an educational institution, especially in the educational unit will be greatly influenced by the competence of the head of the school, Education Minister Regulation No. 13 Year 2007 on the Standards for school / madrassa confirmed that a school / madrasah principal must have five dimensions of minimum competencies, namely: personal competence, managerial, entrepreneurial, supervision, and social. Head of school / madrasah is a teacher who is assigned additional principals / madrasah that he also should have the requisite competence competence of teachers, namely: pedagogic competence, personality, social, and professional. Based on these facts, it becomes very important for the principal master the competencies of school principals in an effort to improve the quality of education in the educational unit. Hinted at by the opinion that one of the principal as educational administrators need to complete their education with knowledge leadership insights and anticipatory attitude to changes that occur in people's lives, including the development of macro-level policies. Being the change and development of the most actual today is the higher aspirations of the people for education, and the incessant demands of education policies that include improved aspects of equal opportunity, quality, efficiency and relevance.

Based on the unique longitudinal data of the elderly aged 65+ with a sufficiently large sub-sample of the oldest-old aged 85+ from the Chinese Longitudinal Healthy Longevity Survey, we construct a resilience scale with 7 indicators for the Chinese elderly, based on the framework of the Connor-Davidson Resilience Scale. Cox proportional hazards regression model estimates show that, after controlling for socio-demographic characteristics and initial health status, the total resilience score and most factors of the resilience scale are significantly associated with reduced mortality risk among the young-old and oldest-old. Although the causal mechanisms remain to be investigated, effective measures to promote resilience are likely to have a positive effect on longevity of the elderly in China.

The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this study is to identify the perceived level of professional competence of high school EFL teachers in Toraja. For this study, 31 high school EFL Teachers in Toraja were chosen randomly from both public and private schools. Data was collected from questionnaires administered in person and by e-mail. The descriptive statistical results of this research show that half of the teachers reported themselves to have only a fair level of professional competence. This suggests the need for in-service training or professional development activities for high school EFL teachers in this region in order to improve their competence and confidence in teaching English.

This study aims to explore and get a picture of the perception of educators Maadrasah Ibtidaiyah about the competence it has. Along with the birth of Law Number 20 Year 2003 on National Education System and Law Number 14 Year 2005 on Teachers and Lecturers, the teachers have been recognized as professions. As a profession, teachers must have clear and measurable competencies. Teacher competence is four, namely: pedagogic competence, professional competence, social competence, and personal competence. Efforts to improve competence can be done if the educator has a good perception of the competence he has. Please note how the perception of MI educator to pedagogic, personality, social, professional and religious competence, so that later can be known what actions or programs that can be done in improving their competence.

This paper sets out the results of a Spanish study of the experience and meaning of work among disabled women of two generations, with three types of disability (physical, visual and hearing). Performing a socially recognised activity such as a job is a source of emotional welfare and self‐esteem. Moreover, it confers a certain social status. For the participants in this study the kind of work involved, whether productive, paid and ‘extra‐domestic’ or ‘reproductive’, unpaid and done at home, acquires different meanings, since for disabled women, sexist stereotypes – already more or less accentuated in the culture – social attitudes towards disability and personal factors introduce relevant differences, while leading to conflicts and dilemmas that these women have to solve. At any rate, their sense of responsibility in performing all types of work should be emphasised as evidence of their sense of independence and personal competence, forming a keystone in their construction of a sense of identity and soci...

Implementation of ERP systems continues to drive change in organizations. However, the effort is often considered a failure, partially because potential users resist the change. Readiness plays an active role in reducing resistance to such efforts. Therefore, we examined the formation of readiness for change and its effect on the perceived technological value of an ERP system leading to its use. We developed a model of readiness for change incorporating TAM and TPB. The model was then empirically tested using data collected from users of ERP systems in Korea. Structural equation analysis using LISREL provided significant support for all proposed relationships. Specifically, we found that readiness for change had an indirect effect on behavioral intention to use an ERP system. At the same time, readiness for change was found to be enhanced by two factors: organizational commitment and perceived personal competence.

Non-formal and informal education is a part of national education that has a broad target. It haslarge target, geographical variation, and differences in need and demand. To reach this target, thisDirectorate General is supported by technical and educational staff. The staff are demanded toprovide the community with high quality services. They must have personal, social, professional,and academic competences. Although all of these competences have important roles, but thisarticle only discusses personal and social competences. Personal competence gives a strongfoundation to deal with all problems, and social competence gives a foundation for human interaction.Both competences influence individual success and reflect the commitment and integrity in theirduties.

Our overarching goal is to understand the unfolding of resilient development. Our person-based approach is based on a follow-back design, enabling us to examine previously recorded adolescent clinical and adult attachment interviews of now-competent young adults who experienced significant adversity during their adolescent years. In their adolescent years, these young adults encountered three serious misfortunes. Between 13 and 16 years old (middle adolescence) they were sent to live in a psychiatric hospital, from 2 to 12 months. Their physical home ties with their parents and community friends were abruptly severed, as they lived full-time in High Valley Hospital. In addition, experiencing a serious psychiatric disorder leading to hospitalization, regardless of how time limited, can markedly change the experience of self, often leading to lowered self-regard and lowered personal competence. The label of psychiatric patient is made even more indelible by living in a psychiatric hospital. Their third seri...

The available research on first-year college outcomes remains highly segmented (Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft et al., 2005), particularly as it relates to psychosocial outcomes like social and personal competence. This study, based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students' development of social and personal competence in their first year of college.

The aim of the present study is to investigate emotional intelligence and Personal Competence at workplace. Thestudy was conducted in the Kingdom of Bahrain. For this purpose a structured questionnaire was developed to beused by the researchers based on emotional intelligence competencies as given by Daniel Goleman (1995, 98). Thedata has been collected through primary and secondary sources and has been analyzed by using percentage methodwith sample size of 50 employees from selected organizations in Bahrain. The results show a positive significancebetween emotional intelligence and Personal Competence. Further the employees opined more percentage scoreregarding self awareness, self motivation and emotional regulation on Personal Competence of total groupemployees.

The article is a review of research of personal competence of professionals working with children with special health opportunities. The article describes the results of the expert survey, which was conducted in order to determine personality traits that are important for professional defectologists. The correlation is established between the personal competence and personal maturity. Personal maturity is a condition for the effective and successful implementation of the activity of a special education teacher. Personal maturity is a manifestation of directedness of the personality, which has developed properties.

Purpose: specify and theoretical basis for the content of educational tasks methodical practice, as a means of diagnosing the level of formation and pedagogical skills of students . Material and Methods: the analysis of more than 20 references, 12 work programs in the discipline "Physical Education" HEI III–IV accreditation levels. Results: disclosed system of pedagogical skills, providing social and personal competence in the sphere of physical culture, which forms during the methodical practice through completing quests. Conclusions: this study allows a qualitatively new level to solve the issues of forming and diagnostics level pedagogical skills of students in physical education

This research aims to know the different level of professionalism competencies of vocational teacher's educational backgrounds, thus vary as follows: Bachelor of technical education (S.Pd), Bachelor of applied science (S.ST), and Bachelor of Engineering (ST). The competencies include pedagogic competence, social competence, personal competence, and professional competence. Research method is descriptive quantitative with comparative design. The results of this study show Bachelor of technical education (S.Pd) have the highest level professionalism and quality of learning process than those educational backgrounds at certain significance. Implications of this research is expected to provide input for planning of vocational teacher candidates of electronics and electrical at vocational schools that most suitable in West Java and the contribution from government for improve vocational teacher professionalism.

In an increasing manner, schools are challenged with the task of making pupils masters of their own learning so that they are able to approach and deal with their tasks independently. Such a promotion of learning competences implies the promotion of competence in subject knowledge and method competence, as well as in social and personal competence. The present article analyses the question of how the acquisition of learning competences may be enhanced at school and at the level of educational systems. A study (2002–2004), commissioned by the Bertelsmann Foundation was to provide relevant information in this respect, the results of which are presented in this contribution. After a technical definition of the term of ‘learning competence’ the author explains how the schools of the inquiry split up these general categories of learning competences into partial areas of competence and/or dimensions, subsequently determining these as set goals for their future work on school development. The improvement of lear...

This conceptual article addresses the question of how the competencies of old timers are transferred to newcomers in the context of a technology company. First, an individual's personal competence which is divided into knowledge based competencies and socially based competencies is illustrated. A special focus is on how the competence alters in the course of the individual's working life. Second, our conceptual tool the ‘Holistic Concept of Man’, which defines the human individual to consist of three deeply intertwined modes of existence (i.e. consciousness, situationality and corporeality), is described. Third, because in the literature the communicability and motivation are often identified as factors that facilitate or hinder competence transfer, these factors are analysed by the tool mentioned. However, because the competence is, in fact, transferred from the worldview of an old timer to the worldview of a newcomer, this concept is described before the analysis. Also the notion of communicability is divided further and handled in three different sub-sections dealing with: straight interaction between an old timer and a newcomer, action learning, and workplace learning. The paper ends with the conclusion that when studying and analysing competence transfer in practice, three individual dimensions (i.e. consciousness, situationality and corporeality) should be understood and taken into consideration. It is also concluded that old timers' and newcomers' different worldviews and different situationalities are the central reasons for difficulties in the competence transferring process between these parties. Copyright © 2006 John Wiley & Sons, Ltd.

Throughout the 1990s there was considerable discussion of the moral dimension of teaching instigated largely by the Office for Standards in Education (1994) and School Curriculum and Assessment Authority (1995, 1996a, b) discussion papers. Although there was widespread acceptance among educationists, the inspectorate and the teaching profession that there was a moral dimension to teaching, differences were apparent in the perceptions of the significance of this dimension and the implications of it for schools. On the one hand, many teachers acknowledge the moral dimension of teaching, they recognize that teachers from time to time have to deal with controversial issues and have an obligation to respect the rights of children. However, they tend to see this dimension as peripheral to the main business of teaching and learning and not something which will influence how they are judged as professionals. Some recent perspectives on Personal and Social Education, such as the emphasis on personal competence or ...

Pediatric occupational therapists have a unique opportunity to foster self-determination by involving young clients in assessment and intervention planning. Self-assessment is an appropriate way to support client-centered practice and self-determination. This study is the first in a series of two studies that examined the psychometric properties of the Child Occupational Self Assessment (COSA), a self-report tool based on the Model of Human Occupation. The COSA comprises 24 statements, which the child rates in terms of personal competence and importance. The Rasch Rating Scale Model was used to evaluate the measurement properties of the Competence and Values scales that result from these self-ratings. Analysis indicated that the items worked well together to constitute measures of occupational competence and values. However, the instrument was not sufficiently sensitive to discriminate among respondents. Future recommendations are made to expand the rating scales in order to increase client discrimination so that the COSA can also be used as an outcome assessment. The results provide initial evidence that the COSA can be used as meaningful and reliable client directed assessment tool.

This investigation analyzed fire fighters' cognitive appraisals of job concerns, threats to personal well-being, and social support in two different temporal and trauma exposure contexts: day-to-day exposures to emergency calls 6 months prior to September 11, 2001, and vicarious exposure to the terrorist attacks 1 week following 9/11. The 73 participants provided data as part of an ongoing longitudinal, prospective study. The results showed significant differences between the two time periods on 6 of 10 variables examined (all p values

Even experienced negotiators often feel anxiety about beginning a new negotiation. Subjects in this study described these opening moments with vivid imagery and metaphors, among them: lurking wolves, alligators, tightropes, and rushing trains. People's deep-seated worries can be triggered by several factors: doubts about personal competence, fear about the attitudes and behavior of other parties, and the inevitable uncertainty about what path negotiation will take. The author compares openings in other contexts, notably in the arts, to illustrate how the impact of anxiety need not be entirely negative. These feelings can also spark creativity and support constructive relationships.