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Background: Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective: We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method: We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results: Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion: In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications: Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.

Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two-fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (-0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (-0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.

Returnee faculty experiencing cross-border academic mobility have obtained ample transnational experience in an international academic environment, which may potentially influence their professional development satisfaction after returning to their home countries. Most research has compared returnee faculty's research productivity with their home-trained colleagues. However, the joint impact of local and overseas networks on professional development satisfaction needs to be further explored, particularly how they take advantage of overseas and domestic academic networks in professional development. This study used a mixed-methods approach to explore these issues. In the quantitative research section, a survey of 1307 returnees from 41 top Chinese universities was conducted. Ordinary Least Squares (OLS) and Propensity Score Matching (PSM) models were adopted to probe the influence of the dual academic networks on returnee scholars' professional development and to reveal the causal effect of the alum faculty status, respectively. In the qualitative research section, thirteen returnee faculty from nine Chinese universities participated in interviews. Key findings show that dual academic networks impact returnees' satisfaction with professional development, and network members with different tie strengths played diverse roles. The frequency of contact with former domestic and overseas supervisors and domestic colleagues is positively related to the returnee faculty's professional development satisfaction. Furthermore, the alum faculty status has a negative effect on returnees' professional development satisfaction. Returnees are advised to effectively and intentionally manage the strength of their ties to various roles within the dual academic networks to enhance their professional development satisfaction.

Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.

Vocational teachers (VTs) have been seen as the key individuals executing changes, solving problems and achieving goals in vocational education and training (VET). Therefore, the work of VTs is fragmented between different types of tasks which influence their professionalism and professionality (individual views, experiences and professional practices of teachers). Despite this, their professionality has been studied remarkably little, and previous studies have focused on different narrow aspects of professionalism. However, it is not clear how various factors, including changes in VET, can shape VTs' perception of their professionality. Based on a meta-analysis, this study aims to create comprehensive knowledge through an empirical model of vocational teacher professionality in the context of VET changes based on the example of Estonian VET. The results show that VTs have expressed different perceptions, evaluations and experiences of change in VET, and therefore different forms of collaboration and learning activities have been used to adapt to changes, which together shape the professionality of VTs. Therefore, three profiles of VT professionality have emerged and the wider scope of the collaboration of VTs fosters more positive attitudes, satisfaction and commitment to their work and profession, while also relating to their higher self-efficacy, which supports coping in demanding pedagogical situations and when faced with new tasks and roles in a changing context.

In recent years, the proportion of the active population over 55 years of age has increased and, with it, early retirement, unemployment of older workers and senior "push" entrepreneurs. Given the repercussions at a social and economic level, the debate about the need to recover and keep seniors in the labour market is becoming increasingly rife. The aim of this study is to evaluate the evolution and European tendency towards the training and reintegration of seniors and demonstrate how formal education and continuous training can make a difference when it comes to prolonging their working life and subordinate their conditions and employment opportunities. Data from the European Working Conditions Survey between 2010 and 2021 are used and a descriptive statistical analysis and a hypotheses contrast are carried out using the Student's t test. The results show: (1) a greater effort to train and revalue seniors; and (2) that educational level and training generate significant differences in terms of the type of tasks to be performed and some variables that condition job satisfaction.

The discourse around the discontent of faculty, staff, and students has been growing since the beginning of the COVID-19 pandemic. While much of the conversation about how to address the issues facing higher education is well-intentioned, efforts to help faculty do not go deep enough to the core of their identity. In this work, we describe a survey we designed and implemented that explores faculty motivation and perceptions of the faculty job. What we have learned through this limited sample is that intellectual engagement and a passion for education motivate faculty rather than some of the more conventional dimensions of motivation such as money or benefits. Faculty find teaching to be enjoyable, interesting, and important - arguably the best part of their job - and they have positive views of their students. These findings suggest that faculty developers might rethink their approach to working with faculty and do so in a way that aligns with the faculty motivations revealed in this research.

While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open-ended items addressing various dimensions of participants' professional pride. The results revealed two main orientations in terms of the sources of professional pride experienced by participants, namely, self- and other-oriented. Furthermore, data showed that participants in this study reported only on authentic pride as opposed to hubristic pride. The data indicated how these teachers' sense of pride is socially determined and interconnected with key psychological constructs such as motivation, self-esteem, sense of meaning, agency, and well-being. The concluding section of the paper considers how pride can be conceptualized in the domain of language education, how it can potentially be leveraged to boost teacher well-being, and what pathways this study opens up for further research.

Background: Participation-focused interventions are gaining momentum. The Pathways and Resources for Engagement and Participation (PREP) is one such intervention, and it was investigated in this study for its effectiveness in supporting participation in employment-related activities for young adults with intellectual disabilities in Australia. Methods: The application of the PREP approach was adapted to accommodate COVID-19 restrictions. Data were gathered from multiple sources in a triangulating manner following a case study design. Measures of performance, satisfaction, and a third measure of involvement were collected using the Canadian Occupational Performance Measure (COPM) in a multiple baseline format. The work questionnaire from the Assessment of Life Habits (Life-H) was administered at three time points, and qualitative data were collected post-intervention via a separate semi-structured interview with four young adults with intellectual disabilities and the two occupational therapist facilitators. Findings: Performance, satisfaction and involvement scores had increased for 75% or more of employment-related goals at follow-up, although these changes were not statistically significant. Visual analysis indicated improved Life-H accomplishment scores post-intervention, but satisfaction with employment scores did not change. PREP was positively perceived, but the young adults reported needing more support from their participation teams. Conclusions: The PREP intervention shifts the focus from a skills-based approach to a participation approach to practice and empowers young adults with intellectual disabilities to have greater independence over employment goals and related activities. COVID-19 restrictions limited the application of the PREP approach, but the experience was still valued by the participants, although additional training and support for them and the PREP participation team working with them may have further enhanced their experience and participation outcomes.

Teachers' psychological condition is important to both their professional well-being and their students' learning. Among various psychological factors, turnover intention is a major concern for school leaders and policymakers. While some effects of burnout and job satisfaction on turnover intention have been reported, little is known about the associations between different types of turnover intention and job satisfaction and burnout, especially among English language teachers in China. Informed by the literature on teachers' psychology and education policy in China, this study differentiates three types of turnover intention--intention to leave the current school, intention to leave junior high school, and intention to quit the teaching profession--and then examines their relationships with job satisfaction and burnout among Chinese English language teachers in junior high school. Data on English language teachers' psychological condition in junior high schools were elicited from a public database, the China Education Panel Survey. Multiple regression analysis revealed that: (a) satisfaction with salary and students' behavior affected their intention to leave junior high school teaching; (b) general job satisfaction and satisfaction with school management were related to organizational turnover intention; and (c) professional turnover intention was positively influenced by teachers' burnout. These findings suggest that job satisfaction and burnout have different effects on turnover intention, which enriches our understanding of English language teachers' turnover intention and may provide insights for policymakers and school leaders in reducing their turnover intention.

Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

This study investigates the effects of studying abroad through the Erasmus Programme (EP), a European Union programme launched primarily to foster international mobility and cultural exchange of University students, on the school-to-work transition of university graduates. Since a satisfactory transition does not only mean finding a job, but also concerns the wage level and the quality of work, such as stability, working hours and risk of overeducation, we consider all these aspects in order to draw a comprehensive picture of the effect of the EP. We exploit a composite dataset, built on administrative and survey data, covering all graduates from the largest Italian university from 2011 to 2015, and replicate the analysis on a national sample of graduates to verify whether the results can be extended nationwide. Estimates are provided, based on a PSM procedure, of the effects of the EP on the probability of employment, including abroad, on the quality of jobs and on wage levels at different points in time after graduation. We also investigate whether less advantaged students benefit from the Erasmus experience, and provide insights about the role of the foreign languages skills. The results show that the participation in the EP improves employment prospects at least in the short term, as well as the quality of job, and has a positive long term effect on the participants' ability to find a job abroad. The wages of participants are persistently higher than those of non-participants. Less advantaged groups also benefit from the Erasmus experience.

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers' incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.

The aim of this research is to adapt the job stress scale developed by Parker in 1983 into Turkish and to conduct a validity and reliability study. Exploratory factor analysis of the job stress scale was conducted on a sample of 167 teachers and confirmatory factor analysis was carried out on a sample of 185 teachers. The 13-item scale was first adapted into Turkish and reviewed by field experts. As a result of the exploratory factor analysis of the five-point Likert-scale, a two-factor structure emerged and it is seen that this structure explains 69.336% of the total variance. According to the exploratory factor analysis, the scale items were collected in two clusters called job anxiety and time stress. This two-factor structure was confirmed by confirmatory factor analysis. Confirmatory factor analysis fit indices are at best fit and acceptable fit levels. This adaptation research whose validity and reliability were fulfilled was found to be compatible with the results of the scale developed by Parker. The Cronbach Alpha coefficient calculated to determine the reliability of the scale was determined as 0.843. The job stress scale is valid and reliable in the sample of teachers.

This study aims to identify: (1) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; (2) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; (3) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and (4) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher's professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others.

Workplace friendship is a unique type of relationship across all organizational levels between employees in the same or different departments and is an important factor in professional life. It has been suggested that school counselors need workplace friends, who are an important source of social support, to overcome the stress associated with the corporate environment and job conditions. Furthermore, workplace friendship fulfills several positive functions for both employees and institutions. Thus, the current study's first aim is to investigate psychological counselors' perceptions about workplace friendship based on various variables. The second aim is to determine the predictive role of job satisfaction and workplace well-being perceptions of psychological counselors in workplace friendship. The study sample included 339 school counselors, 232 female (68.4%) and 107 (31.6%) male and were in different provinces in Turkey. The study data were collected with the Workplace Friendship Scale, the Job Satisfaction Scale, the Workplace Well-Being Scale, and a Personal Demographics Form. T-test, ANOVA, and multiple regression analysis were employed to analyze the study data. The findings revealed significant correlations between workplace well-being, job satisfaction, and workplace friendship. Workplace well-being and job satisfaction explained 27% of the variation in workplace friendship. The study findings contributed to determining the factors that affect workplace relations of psychological counselors.

This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.

This paper summarizes the results of a qualitative study focused on the career shifts of professionals who previously worked in non-academic organizations and transitioned into academic careers. It explores the factors that influence the decision of professionals to reinvent themselves as career academics as well as their level of satisfaction with their career shifts. The paper provides the results of a survey that was conducted with 336 survey respondents coming from an online university, an on-ground state university, a community college and a LinkedIn group focused on education. The results of the survey indicate that 90% of the respondents were satisfied or very satisfied with their new academic career and the reasons for their career changes are detailed. Gaining an understanding of why professionals decide to transition to academia and their satisfaction with their transition will be useful for talent acquisition and retention in higher education organizations as well as being helpful for those professionals who are considering making the transition to academia.

Guangxi is a border area where ethnic minorities are distributed, with poor economic development foundation, slow growth, relatively traditional, high turnover rate and outdated education. The purpose of the study was to evaluate the impact and to identify the path of principals' transformational leadership on teachers' teaching effectiveness in ethnic autonomous region of China. A regression analysis survey design was adopted to collect the data from the teachers of elementary schools. Based on 5-point Likert Scale of 771 questionnaires from Guangxi Province of China, the survey concluded: (1) principals' transformational leadership, teachers' organizational commitment, and teachers' teaching effectiveness differed significantly by gender and age, (2) principals' transformational leadership significantly influenced teachers' teaching effectiveness, in addition, teachers' organization commitment can partially mediate the effects, (3) gender can moderate the path of principals' transformational leadership to teachers' organization commitment, specifically, male teachers carry more weight. The study findings may serve as a guide for further research on management and leadership of leaders and members in educational organizations.

Teacher self-efficacy (TSE) is related to teachers' job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of an innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management [beta] = 0.12), instruction ([beta] = 0.06), and student engagement ([beta] = 0.17). Teachers' preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management ([beta] = 0.20), instruction ([beta] = 0.34), and student engagement ([beta] = 0.30).

The role of the department chair is considered one of the most thankless jobs in higher education, but there is surprisingly little research on the daily work-lives of faculty members serving in departmental leadership roles. This study updates the literature by using a national sample of 3,317 associate and full professors serving in department leadership roles at 161 U.S. colleges and universities over a period spanning six academic years. Providing an updated application of Hagedorn's (2000) theory of faculty satisfaction and existing literature on department chairs, we use exploratory factor analysis to identify factors that act as triggers, or spaces for job-related tension and conflict. We then use multiple linear regression to study how these factors predict department leaders' overall job satisfaction, after controlling for relevant background characteristics like gender, faculty rank, prior job mobility, salary, and institutional environment. Regression results reveal the factors significantly influence department leaders' overall job satisfaction, but there are meaningful differences based on faculty rank, with associate professors being less satisfied in their jobs compared to full professors. We provide implications for future studies of department leaders.

While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long-term motivation and effective teaching over several decades. Data were generated from in-depth semistructured interviews and analyzed through the lens of self-determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues.

The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic leadership was present in country's universities and, if so, to assess its impact over academics' work engagement. A cross-sectional quantitative study was conducted, using a sample of 592 academics from two different Chilean universities, who voluntarily responded to two validated scales: One to measure toxic leadership perceptions (Schmidt's toxic leadership scale) and other one to measure work engagement (UWES[superscript R] work engagement scale). The results corroborated the presence of toxic leadership in the consulted institutions, but a significant relationship between this style of leadership and work engagement was not established. This finding suggests that, even though the participants recognise the presence of toxic leadership, work engagement was not necessarily affected by their leader's behaviour.

With a goal of contextualizing teacher job dissatisfaction during the first full school year of the COVID-19 pandemic, we contrast teachers' experiences with the decade and a half leading up to the pandemic. We draw on nationally representative data from the Schools and Staffing Survey and National Teacher and Principal Survey from the 2003-04 to 2020-21 school years. Through descriptive and regression analysis, we show that (1) increases in teacher dissatisfaction beginning in the 2015-16 school year persisted into the 2020-21 school year, (2) levels of dissatisfaction during the pandemic were not equal across subpopulations of teachers, and (3) positive working conditions consistently predicted lower job dissatisfaction, including in the 2020-21 school year.

While internationalising scholarly careers is an imperative in current academia, literature has focused on the impact of such a process at the institutional, national, and international levels. Yet, internationalisation is connected to the personal dimension of careers and, consequently, it might defy academics' understanding of their working life. The intertwined between well-being and internationalisation in academia is understudied. Using data from qualitative interviews with social science scholars in Mexico, we argue that, seen from the periphery, internationalisation affects personal well-being and job satisfaction both positively and negatively. The challenges of internationalisation for work-life balance depend on the ability of academics to capitalise on their international experiences and their costs. Results indicate that there is no homogeneous positive position with respect to this imperative of academic life today. Hence, if higher education institutions are committed to pursue strategies for internationalisation, they must recognise the personal costs and benefits of this process.

This study examined demographic information for current music education faculty (N = 136), the factors that seem to influence music education faculty members' levels of job satisfaction and primary stressors, also by institution type. Simultaneous multiple regression revealed that academic autonomy, collegial support, sleep, parental responsibilities, and certainties of the tenure process affect music education faculty members' reported levels of job satisfaction and stress. Mean job satisfaction and stress scores for each group by Carnegie institution types were compared using a one-way ANOVA. Significant differences in stress scores between groups suggested that the larger institution group (R1) did not report feeling more stressed about professional responsibilities than the smaller institution group (M1). Analyses of open-ended questions also reinforced the notion that the COVID-19 pandemic increased flexibilities in work and parental responsibilities leading to lower stress levels.

The present study analyzed concurrent and predictive validity of single-item scales for assessing principal stress and coping. We examined concurrent and prospective relations among stress and coping single-items with principal job satisfaction, overall health, perceptions of school safety, and principal leadership self-efficacy. We also compared principals and teachers on their stress and coping levels using the same single-item scales. Consistent with the literature on teacher stress and coping, the correlations of principal coping with different outcomes-job satisfaction, overall health, leadership efficacy, and safety perceptions--were stronger in comparison to the correlations between principal stress and those same outcomes. In regression models with both stress and coping, only principal coping predicted concurrent and future principal job satisfaction and overall health, as well as change in those outcomes. Coping also predicted concurrent but not future perceptions of school safety. Stress and coping did not consistently predict concurrent or future measures of leadership self-efficacy. Last, we found that principals reported even higher levels of stress than the well-documented high levels reported by teachers. We discuss areas for further research and potential use of these measures.

A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to teacher well-being and organizational citizenship behavior. Data were collected from a sample of 350 teachers randomly chosen in the Arab educational system in Israel. Structural equation modeling (using the AMOS 21.0 program) was used to test the proposed relationships. The results indicate both a direct and indirect relationships (through the mediating role of teacher organizational commitment) of teacher collective involvement in decision making on teachers' well-being and organizational citizenship behavior. The model which tested both direct and indirect relationships (through organizational commitment) between collective involvement in decision making and teachers' organizational citizenship behavior, and well-being, showed good fit indices (x[superscript 2] = 62.60; x[superscript 2]/df = 2.50; CFI = 0.947, TLI = 0.905, IFI = 0.949; RMSEA = 0.066). Specifically, the bootstrapping analysis reaffirmed the mediating role of organizational commitment between collective involvement in decision making and well-being ([beta] = -0.04, p < 0.001) and organizational citizenship behavior ([beta] = 0.11, p < 0.001). Implications for theory and practice are discussed.

Background/Context: While trans adults in the U.S. and Canada report higher levels of discrimination and harassment than cisgender adults, but the existing literature lacks comprehensive descriptions of trans school workers' believes about what would improve working conditions, satisfaction, and safety. Purpose: We interrogate systemic forces shaping PK-12 trans educators' workplace experiences through two research questions: (1) What educational reforms did trans PK-12 workers believe would improve working conditions? (2) Did greater policy, organizational, and leadership support contribute to improved job satisfaction and safety? Research Design: The critical quantitative study employed cross-sectional, online survey data from 341 trans school workers in Canada and the United States. We used frequencies to describe respondents' rankings of reforms and logistic regression analysis to examine whether respondents' reports of greater policy protections, organizational supports, and affirming leadership contributed to greater workplace safety and satisfaction. Conclusions/Recommendations: Trans workers reporting safer, more satisfactory school workplaces also indicate their workplaces have multiple tools across socioecological systems to disrupt cisnormativity. Policy protections topped workers' rankings of beneficial reforms, but logistic regression analysis revealed policies mitigated only the most egregious physical safety concerns. Greater organizational supports and affirming leaders consistently contribute to satisfaction and safety. Policies, organizational practices, and leadership approaches working in tandem contribute to safe, satisfying workplaces for PK-12 trans school employees.

The high attrition rate of college counselors in Chinese colleges has evolved into a social problem that is receiving an increasing amount of attention. The current study aims to investigate the link between organizational justice and organizational commitment on turnover intention and whether this effect is mediated by job satisfaction, drawing upon the framework of Social Exchange Theory. Meanwhile, whether the relationship between organizational justice and turnover intention is moderated by job embeddedness based on the Job Embeddedness Theory. Data gathered from 161 college counselors in China were analyzed using a structural equation model. The results showed significant relationship between organizational justice, organizational commitment, and turnover intention. Furthermore, job embeddedness plays a moderating role in the relationship between job embeddedness and turnover intention; specifically, the higher the degree of job embeddedness, the weaker the effect of organizational justice on turnover intention. Most importantly, it is confirmed that job satisfaction partially mediates the link between organizational justice, organizational commitment, and turnover intention. These outcomes contribute valuable new knowledge that can be employed to improve counselor retention in colleges. Meanwhile, the findings are examined in detail, and recommendations for future studies are provided.

This study examined teachers' perceptions and attitudes toward students with special education needs (SEN) in primary and secondary schools in Foshan city located in the Guangdong province. The factors affecting teachers' perceptions were investigated through a survey with 1,424 participants. The results indicated that the teachers' perceptions of students with SEN were influenced by gender, age, class teacher role, administrator role, subject taught, type of disability of students, school support resources, and job demands. The findings extended current understanding of the influential factors on teacher's perception. Moreover, it raised a concern for school level support that will contribute to the building of inclusive environment. Re-examination of the inclusive policy from the perspective of a whole school support approach is recommended.

By looking at the relationship between workplace culture and gender identity, this research examines ways to potentially improve women's satisfaction and perceptions of female workers in this presently disadvantageous work environment in Korea. Drawing from previous criticism for having prioritized inter-group processes over particular social identities, this research uses Social Identity Theory as the main theoretical framework in two studies to structure the factors affecting workplace environment, specifically workplace culture for women and working women's satisfaction with communication. The first study applies intra-group analysis to examine the impact that the gender composition of a school has on gender identity, and it examines the relationship between organizational gender composition and women's perceptions of workplace culture by employing an experiment within a survey, which contains scenarios of an imaginary workplace, to Korean female college students (n = 439). The results demonstrate women attending women's colleges displayed stronger gender identity than those attending co-ed colleges on two dimensions of gender identity: in-group ties and centrality. The second study surveys Korean female workers (n = 171) to examine the same relationships while more deeply looking into the effects of gender composition of the workplace on women's satisfaction with communication. The main finding shows that for a sex-integrated organization, women who attended women's colleges denoted higher communication satisfaction with supervisors and same-sex coworkers than women who attended coed colleges. Implications of these findings and future research directions are discussed.

This national qualitative exploratory study utilizes a critical social class lens to analyze how nontenured part-time faculty members' relationships with their tenured/tenure-track colleagues and management shape their attitudes and behaviors toward their employment in higher education during the COVID-19 pandemic. The 54 participants were selected through random and convenience sampling. Participants completed a digital survey protocol. The resulting data underwent two cycles of coding, descriptive and pattern coding, which revealed four findings: nontenured part-time faculty describe members of the professional managerial class (PMC) as out-of-touch and unsympathetic individuals who exude elitism, believe higher education is structured to exploit and trap them, describe waning class solidarity with tenured/tenure-track faculty, and feel segregated from the PMC and tenured/tenure-track faculty. The study concludes with a discussion of the findings, recommendations, and areas for future scholarship.

The purpose of this qualitative study was to explore how employees at a midsized public university in the U.S. South experienced working from home during the coronavirus pandemic of 2020-2021. Most employees in higher education settings were affected by the pandemic. Administrative and clerical and support staff had to determine how to provide the university with services while working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (a) developing scales of productivity and employee satisfaction among at-home employees, (2) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (c) asking more in-depth questions on the supervisors' style during the work-from-home experience, (d) pursuing questions on worker engagement.

The purpose of this study was to assess the validity of School-Level Environment Questionnaire (SLEQ) in the Vietnam context. The study tested the nomological validity of the main measurement model and a competing model. The participants included 29 interviewees and 408 Vietnamese high-school teachers in Ho Chi Minh City. Interview data were used to seek preliminary support for the measurement model and indicators. Survey data were analyzed employing Exploratory Factor Analysis, Confirmatory Factor Analysis and Structural Equation Modelling. A 9-dimension SLEQ with 38 indicators was validated. The dimensions of school climate have various effects on teachers' job satisfaction.

This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers' classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students' misbehaviour, students' achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers' CMSE and recommendations for future CMSE research are discussed.

Many countries around the world are facing issues related to low levels of teacher wellbeing. In Australia, for example, there is a severe teacher shortage, resulting in many understaffed schools. Although this shortage is due to a confluence of factors, part of the cause stems from the fact that the support provided to teachers in recent years has not kept pace with the increasing professional demands. Supporting teacher well-being is a worthy and critical aim in itself, but it also has a larger benefit because teacher well-being has ramifications for instruction and student well-being. Teacher and student functioning are inherently intertwined, so efforts to promote well-being among each party are likely to have carryover effects to the other. The author and their colleagues have conducted several recent studies looking at teacher and student well-being in Australia, with a particular focus on factors that predict greater well-being. Together, these studies suggest that working conditions and aspects of school environments affect teachers' well-being, as well as their likelihood of leaving their schools or the teaching workforce altogether. Importantly, teachers' working conditions and well-being also have implications for student achievement.

Introduction: At the beginning of the 2020-2021 academic year, the government, health organizations, and educational institutions had to face the implementation of protocols and action plans within the classrooms to prevent COVID-19. Aim. This study aimed to analyze the thoughts and concerns of Spanish teachers during the academic year 2020-2021. Method: The study involved the participation of 965 teachers (74.3% Women; M[subscript age] = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources offered by the administration for the return to classrooms, teachers' concerns about this new academic year, and their thoughts on ideal teaching conditions. Results: Differences were observed based on age and gender in the management (P1) (p = 0.02) and support (P2) (p = 0.04) from the educational administration, perceived security (P3) (p = 0.01), reduction of the working day (P5) (p = 0.002), and the adequacy of material (P6) (p = 0.004) and human (P8) (p = 0.04) resources. Teachers with greater experience exhibited differences in the items P2 (p = 0.03), P3 (p = 0.03), and P8 (p = 0.03). Conclusions: Less experienced teachers expressed higher levels of concern, while those with more teaching experience highlighted the need for additional human resources and training.

Given that autonomy-supportive teaching has the potential to enhance students' learning motivation and promote their self-development, it is of immense value and far-reaching significance to assist novice teachers in mastering and employing this teaching method effectively. The study employs multi-variable linear regression to analyze the factors influencing novice teachers' use of the autonomy-supportive teaching method and Shapley value decomposition to reveal the contribution rate of each variable. The analysis is based on data extracted from a large-scale survey of urban districts. The findings of the study are as below: (i) Scientific research literacy, professional knowledge, professional competence, and job satisfaction have a significant impact on novice teachers' adoption of the autonomy-supportive teaching method; (ii) the greatest impact is exerted by scientific research literacy, followed by professional competence and professional knowledge. Therefore, teacher professional development is the key to the successful implementation of autonomy-supportive teaching by novice teachers, while environmental support is the path. To accomplish this, it is necessary to improve their scientific research literacy and emphasize the application of their scientific research results; expand their professional knowledge and skills; increase the frequency of in-service training and create a positive development environment; encourage professional exchanges and eliminate utilitarian competition; and motivate teachers' pursuit of life meaning and attend to their emotional needs.

This qualitative study examined rural educational leaders' perceptions of the outcomes of the 2019 Leadership Camps (LCs). This capacity-building opportunity helped educational leaders meet as a community of practice (CoP) where participants' interactions contributed to learning with and from one another, reducing perceived isolation and increasing self-efficacy. We analyzed data collected from 242 participants' responses using an open, axial, and selective coding process. With this sample, 52.5% of participants were rural educational leaders. Overall, educational leaders most often appreciated interacting, networking, and collaborating with peers. Additionally, educational leaders highlighted the importance of the in-depth understanding and application of the Leadership Standards and reflective practices. We claim that this approach to professional development within a CoP offers rural educational leaders various work-related growth opportunities, including fostering collaboration, promoting professional conversations, and creating a community for reduced isolation, which will likely enhance their job performance and satisfaction.

In this study, the authors searched, read, collated and reflected on the past research on the factors affecting university teachers' job satisfaction for the period of 2010-2021. In this systematic literature review, we can understand that the factors that influence the job satisfaction of university teachers are broadly divided into three areas, including the university, the teachers themselves, and the students. The authors have therefore systematically summarized and analyzed a total of ten areas of influence on schools, six variables under teachers' own factors, and two factors under students. Through this literature review, we found that there is still a lack of research on various aspects, and because of this, we hope that through this systematic analysis, we can extend and break through the factors of teachers' job satisfaction in the future, and provide constructive guidelines for the subsequent development of school policies, teacher support work and student evaluation, in order to better and comprehensively improve teachers' job satisfaction, so as to better achieve teaching goals and improve teaching quality.

Career development of Science students seems dependent on more than disciplinary education, such as the nature and focus of career preparation. In this study we compare graduate outcomes of science students at the University of Groningen, completing two master-level program streams with different focal points, by using career progress surveys from alumni (n=242) with self-reported societal development data. The first program is a classical research-oriented master (ROM), that aims to prepare students for a career within academia. The second program, called Science, Business and Policy (SBP) focusses on a societal profile and aims to prepare for a career outside academia. SBP is different from ROM because it has a practical and multidisciplinary orientation (vs a theoretical and mono-disciplinary orientation in ROM) and it includes a long work-placement outside academia, a form of work based learning. The differences in the tracks translate to differences in career paths. Both profiles resulted in good but distinct career opportunities, corresponding to alumni's discipline and sector. Although ROM-alumni felt especially prepared for an academic career, only a quarter actually continued in academia and many we employed in education. In contrast, most SBP-alumni were employed in business or policy. Targeting specific job preparation seems more successful with a societal profile. Reflecting on skills, in both groups research-related skills decreased during careers while soft skills increased. Alumni were generally satisfied with their first job and also with their current job, with SBP-alumni scoring significantly higher on satisfaction with income, status, appreciation and perspective. It can be concluded that diversification in educational profiles changes the societal career paths of science students. [Note: The page range (119-121) and (104-135) shown on the PDF is incorrect. The correct page range is 119-135.]