Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development

  • Abigail Ebom-Jebose Institute of Education, Rivers State University, Port Harcourt
Keywords: Micro-credentials, Professional Growth, Educational Administrators, Development

Abstract

This study investigates the impact of micro-credentials on educational administrators' professional growth and development. The study was guided by two research questions and one hypothesis. The study adopted the descriptive design. The study's population consists of 1589 teaching staff of the Rivers State University. A sample size of 477 teachers, representing 30% of the study population was determined using the simple random sampling technique. The instrument for data collection was a questionnaire named "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)” respectively which was developed by the researcher. The questionnaire consisted of three sections. The questionnaire was validated through the researchers’ supervisor and other expert reviews and the reliability was established using Cronbach's Alpha (α = 0.75). The reliability and validity of the instruments used were also evaluated to ensure consistent and accurate measurement. Data was analyzed using descriptive statistics, such as mean, and standard deviation to answer the research questions while the inferential statistics of the Independent t-test were used to test the hypotheses at a 0.05 level of significance which means that any results with a p-value less than 0.05 were considered statistically significant, with the aid of SPSS Version 26.0. The findings revealed that micro-credentials positively impact educational administrators' professional growth and development. The study concluded that micro-credentials enhance administrators' professional competence, job performance, and career prospects. Based on the findings, it was recommended among others that institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise.

Downloads

Download data is not yet available.

References

Aharonian, N., & Schatz Oppenheimer, O. (2024). ‘If you do not write, you dry up’: Tensions in teacher educator research and academic writing. Education Sciences, 14(9), 972.

Ahsan, K., Akbar, S., Kam, B., & Abdulrahman, M. D. A. (2023). Implementation of micro-credentials in higher education: A systematic literature review. Education and Information Technologies, 28(10), 13505-13540.

Alangari, H. (2024). Transforming learning: The rise of micro-credentials in higher education. In Digital Transformation in Higher Education, Part A (pp. 83-100). Emerald Publishing Limited.

Brown, M., McGreal, R., & Peters, M. (2023). A strategic institutional response to micro-credentials: Key questions for educational leaders. Journal of Interactive Media in Education, 3(1), 45-57.

Dane, Z. R. (2024). Providing engaging and relevant professional learning opportunities: An evaluation of the perceived efficacy of micro-credentials & digital badges upon k-12 educators in a large urban school district (Doctoral dissertation, Northeastern University).

Flintberg, B. (2022). Digital micro-credentials for upskilling and reskilling in the vocational sector: A study on the potential use of a blockchain-based ICT system for micro-credentials in Sweden. Unpublished Dissertation. University Press.

Ghasia, M., Machumu, H., & Smet, E. (2019). Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania. International Journal of Education and Development Using ICT, 15(1), 56-62.

Halim, F. S. A., Luaran, J. E., & Jill, L. S. S. (2024). Unravelling challenges of higher education institutions in implementing effective micro-credentials: A multi-stakeholder qualitative study. Asian Journal of University Education, 20(1), 114-126.

Kıbaru, F. (2018). Supporting faculty to face challenges in the design and delivery of quality courses in virtual learning environments. Turkish Online Journal of Distance Education, 19(4), 176-197.

Kwaghbo, T. M. (2021). Organizing and managing business teacher education and training programs in higher educational institutions in Nigeria for quality business education delivery. Nigerian Journal of Business Education, 8(1), 51-59.

LaMorte, W. W. (2022). The social cognitive theory. Boston University School of Public Health. https://sphweb.bumc.bu.edu/otlt/mph

Liu, X., Peng, M. Y. P., Anser, M. K., Chong, W. L., & Lin, B. (2020). Key teacher attitudes for sustainable development of student employability by social cognitive career theory: the mediating roles of self-efficacy and problem-based learning. Frontiers in Psychology, 11, 1945.

Olatunji, T. I., & Adewumi Adebisi, T. (2021). Comparative analysis of operational structures in single-and dual-mode distance learning institutions in Nigeria. International Review of Research in Open and Distributed Learning, 22(1), 59-77.

O'Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. Routledge.

Oluwafemi, P. A. (2019). Effects of programmed instruction, questioning and assignment teaching methods on academic achievement of students in business studies in Oyo State, Nigeria. University Press.

Parsons, D., Sparks, H., Vo, D., & Singh, A. (2023). MOOCS and micro-credentials as launch pads to further education: Challenges and experiences. In Massive Open Online Courses-Current Practice and Future Trends. IntechOpen.

Pirkkalainen, H., Sood, I., Padron Napoles, C., Kukkonen, A., & Camilleri, A. (2023). How might micro-credentials influence institutions and empower learners in higher education? Educational Research, 65(1), 40-63.

Sharma, H., Jain, V., Mogaji, E., &Babbilid, A. S. (2024). Blended learning and augmented employability: a multi-stakeholder perspective of the micro-credentialing ecosystem in higher education. International Journal of Educational Management, 3(1), 78-86.

Smith, M. J. O. (2021). The impact of self-efficacy on personalized professional learning for google certification. Widener University.

Tee, P. K., Cham, T. H., Aw, E. C. X., Khudaykulov, A., & Zhang, X. (2024). Marketing micro-credentials: understanding learners' engagement and willingness to pay more. International Journal of Educational Management, 38(4), 1001-1020.

Van der Hijden, P., & Martin, M. (2023). Short courses, micro-credentials, and flexible learning pathways: A blueprint for policy development and action. International Institute for Educational Planning, 1-56.

Wang, Y., Chaw, L. Y., Leong, C. M., Lim, Y. M., & Barut, A. (2024). Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials. International Journal of Educational Management, 38(4), 978-1000.

Westfahl, S. A., & Wilkins, D. B. (2017). The leadership imperative: A collaborative approach to professional development in the global age of more for less. Stan. L. Rev., 69, 1667.

Published
2025-01-01
How to Cite
Ebom-Jebose, A. (2025). Investigating the Impact of Micro-credentials on Educational Administrators’ Professional Growth and Development. GPH-International Journal of Educational Research, 8(01), 01-14. https://doi.org/10.5281/zenodo.14585337