The development and monitoring of a self-management and social network program affecting teacher performance integrated with research, assessment and quality assurance

Abstract

This research aimed to develop and monitor the effects of a self-management and social network program on teacher performance integrated with research, assessment and quality assurance. The researchers conducted qualitative research interviews with key informants consisting of 7 experts. The instruments comprised interview questions regarding guidelines for the program development and a program quality evaluation form consisting of 4 evaluation standards: utility, feasibility, propriety and accuracy which were used to develop items for the quality evaluation of the program manual. The developed program quality evaluation form was reviewed by the experts and adjusted accordingly, and was used to collect data from the experts. The data obtained from the interviews were analyzed using content analysis. To evaluate the program, basic statistical analysis was performed consisting of Mean and SD of variables. The program comprised 12 sessions (2 hours per session) as follows: Session 1 Program Introduction and Assessment of Teachers’ Self-Management and Integrated Performance, Session 2–11 Application of Self-Management Steps to Teachers’ Integrated Performance and Social Network Building for Teacher Collaboration, and Session 12 Conclusion of Self-Management Program and Teachers’ Integrated Performance. The quality evaluation of the program found that the program was scored highest on the feasibility standards, followed by the utility, propriety and accuracy standards, respectively. When considering its strengths and weaknesses, the program can be beneficial if properly implemented; however, it may not yield obvious results if the user fails to recognize its importance or fails to follow the instructions thoroughly although it may be considered theoretically perfect.