Mobile learning and teacher quality: Assessing the impact of a mobile application on the positive psychology and professional practice of Panamanian teachers

In recent years, Latin America has experienced unprecedented growth in education coverage resulting in an acute strain on an already challenged infrastructure. Given the raft of research illustrating the strong relationship between teacher quality and student achievement the need to develop a proficient workforce to sustain the rapid change and improvement is critical. This study focuses on the improvement of teacher quality as a conduit to improving students' educational experiences. The study incorporates a mixed-methods design in two phases focusing on three key issues: (a) understanding teacher perception of self-efficacy and self-permission; (b) examining whether teacher performance can be improved by addressing teacher confidence; and (c) exploring whether teacher self-efficacy and professional practice can be improved using mobile learning. Phase One investigates the relationship between teacher quality, positive psychology, and the importance of cultural norms in individuals' perceptions of their professional abilities. A small-scale pilot study (n=75) was used to test the validity of a five-level, Likert-style survey generated to explore teacher attitudes regarding perceptions of self-efficacy and self-permission. The resulting survey was then administered to more than 500 Panamanian teachers and a comprehensive quantitative statistical analysis of data collected was used to gain an understanding of the relationships between teacher experience and qualification and levels of self-efficacy and self-permission. These findings ultimately informed the content, and structure of a mobile learning application designed to positively impact teachers’ positive psychology. Using this newly created learning application, Phase Two of the main study determines whether professional development delivered using mobile technology can have a positive impact upon professional efficacy, and performance. Ultimately, the study utilizes the mobile application to deliver research-informed practical tips for professional practice. As with Phase One, a small-scale (n=20) pilot study was carried out to inform the design of the mobile application and the way it might be delivered. Data collected over a three-month timeframe using Likert-style surveys and semi-structured interviews were then used to determine participants' interaction, perceived usefulness, and professional impact of the application. The study finds that Panamanian teachers' perceptions of self-efficacy are closely aligned with their classroom experience, while their perceptions of self-permission tend to be associated with a professional qualification. It also finds that when professional development is effectively delivered using a mobile learning application it shows potential to have a useful impact on teacher positive psychology, self-efficacy, and professional practice.

Name dc:type.qualificationname

Doctor of Education (EdD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2021

Author dc:creator

• Holden, Adam

Advisors dc:contributor.advisor

• Hennessy, Sara
• Perez-Paredez, Pascual

• Self-Efficacy
• Self-Permission
• Positive Psychology
• Teacher Quality
• Professional Development
• Mobile Learning Application
• Panama

Licence

• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

eng

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.79383

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/331934