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Every organization is looking for multidisciplinary employees, and this creates a predicament in people's dialogue about which challenge to prioritize and which undertaking to complete later. Businesses are rational and end result orientated, and those having productivity is influenced through various bodily, monetary, social, religious and mental factors. The Pakistani society is man-oriented society. The current study was conducted to evaluate the effect of job stress (job, role management), work overload, work family conflict, job embeddedness and job satisfaction on job performance of school teachers. This study was a cross sectional study and the data was collected through objective sampling technique from 115 male and 115 female school teachers of district Jhang. Job stress scale, work overload scale, work family conflict scale, job embeddedness scale, job satisfaction scale and job performance scale were used to collect the data. Regression analysis and independent sample t test was used to analyze the results. The results of the current study revealed that job stress (job, role management), work overload and work family conflict have negative effect on job performance, whereas job embeddedness and job satisfaction has positive effect on job performance. Further studies have found that there is significant difference between male and female on the basis of work overload, role management, work family conflict, job satisfaction, job embeddedness and job performance. Moreover the study results found significant difference between married and unmarried school teachers on the basis of work overload, job embeddedness, work family conflict and job satisfaction, but not significant on the basis of job stress (job, role management) and job performance.

Purpose: One of the main obstacles facing project-based learning (PBL) adoption relates to a lack of understanding by teachers and students in the roles they are required to play in the learning process. This study aims to address this obstacle, so as to better promote regular adoption of PBL pedagogy in educational institutions. Design/methodology/approach: The strategy was to undertake an in-depth case study of PBL courses taught in UNI-X's undergraduate curriculum. The case study approach is particularly appropriate for this exploratory study because it allows to capture the organizational dynamics of the phenomenon better and also its ability to explain the phenomenon based on interpretation of data. Findings: This paper presents an empirical study on the role perspective of PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that a teacher plays the roles of a designer, champion, facilitator and manager in a PBL course. To ensure that learning is effective, students should play the roles of a self-directed learner and a warrior when completing their projects. It is clear that role ambiguity and role conflict could occur in PBL courses and might even impact the effectiveness of student learning. Originality/value: For researchers, this paper contributes to the PBL literature by introducing a role perspective of PBL. This study identifies a list of roles a teacher and a student could potentially play in a PBL setting. Such understanding could serve as a reminder for a teacher and a student for the roles they need to play in achieving learning outcomes of a PBL course.

Using data from 450 public sector faculty members, a job demand-resource model of antecedents of satisfaction with work-family balance (balance satisfaction) was tested using PLS SEM. To understand the factors and processes that shape up balance satisfaction, the mediating variables in the model were psychological capital, work-to-family conflict, and work-to-family enrichment. Hypothesized partial mediation model was a better fit when we added cross-over paths between job demands and work-to-family enrichment and between job resources and work-to-family conflict. Job demands had both direct effect as well as an indirect effect on balance satisfaction via work-to-family conflict and work-to-family enrichment but not via psychological capital as a single mediator or one of the two serial mediators. Job resources had a direct effect and an indirect effect on balance satisfaction via work-to-family enrichment and work-to-family conflict and psychological capital. However, cross-over indirect effect was lower than differential salient hypothesized relationships. Importance performance analysis revealed work-to-family enrichment, job demands, psychological capital, and job resources as the most important predictors of balance satisfaction, work-to-family conflict, work-to-family enrichment, and psychological capital, respectively. The study found the importance of psychological capital as a developable personality resource along with contextual factors in shaping work--family outcomes. Several implications for theory and practice are also discussed.

The purpose of this study was to use a longitudinal approach to investigate the association between work-related psychosocial factors and workplace bullying in an academic setting. A questionnaire was sent out three times to about 4500 academic- and non-academic staff in a medical university. Those two group were analyzed together and separately. Logistic regression analyses were used to calculate odds ratios (OR). In the study, we found that factors such as lack of support, low control, inconsistent role demands, poor leadership, poor organizational climate, high sickness absence and high sickness presence can be important predictors of future bullying. We found that factors in an academic setting differ somewhat for academics and non-academic staff. This might indicate that type of job should be take into consideration in attempts to successfully prevent bullying at an early stage.

COVID-19's unprecedented effects on the world emphasize the minimal exigent research on best practices of social work pedagogy during crises. The purpose of this paper is to inform this research and our understanding of social work education's shift at the beginning of the COVID-19 pandemic. This study draws upon the narratives of four key stakeholders in the educational process: a graduating MSW student, a field director, an adjunct faculty member (already teaching online), and a tenured faculty member who had never taught online. An inductive thematic analysis of these stakeholders' narratives highlights the intersection of the personal and the professional in social work education, illustrates concerns about power relationships and self-disclosure, and considers equitable learning in the context of the pandemic. Special attention is paid to the start of online teaching and learning. Recommendations highlight the importance of awareness of both student and educator perspectives in adapting social work pedagogy during a crisis. These recommendations may also be applied more broadly, particularly to the burgeoning use of an online social work education format.

Objective: Few studies have examined how work-life balance may influence college student mental health. The current study addresses this gap in the literature by examining the process by which work-life balance may lead to college student anxiety and depressive symptoms. Participants: A total of 111 students from a private Midwestern college were sampled between October 2017 and November 2017. Method: A cross-sectional survey design was used to assess work-life balance, perceived stress, anxiety, and depressive symptoms. Results: Work-life balance was negatively related to students' perceived stress, general anxiety, and depressive symptoms. Path analysis results indicate that perceived stress fully mediated the relationship between work-life balance and anxiety, as well as the relationship between work-life balance and depressive symptoms. Conclusions: Work-life balance is an important antecedent of college students' mental health. Educational institutions should place more importance on assisting students with work-life balance in order to improve their college experience.

Employing graduate students in undergraduate courses is common practice in higher education. This study focused on the concerns of graduate teaching assistants (GTAs) to learn how their work performance could be improved. GTAs (N = 158) at a major research university in Israel provided written recommendations for enhancing their work. Thematic analysis revealed 11 categories which were grouped into four main areas of concern: employment conditions, job definition, competency, and work management. Some GTAs' personal and job characteristics were found to be associated with the frequency at which the different categories of concern were mentioned. The findings have implications for actions that can be taken by higher education institutions to improve work conditions for GTAs with the aim of assuring the quality of their teaching.

In Europe, well-being in the workplace has increasing prominence in the policy and research agenda, and education is a key context in which the challenge of occupational stress has been reported. Traditionally, the ethos in school settings could be said to be shaped by the vocational motivation of employees; that is, a commitment to a social benefit through the development, support and improvement of the pupils, and this commitment used to override workplace challenges and help teachers deal with stress. This article argues that teachers' commitment is being eroded by the impact of bureaucratic changes at management level, such as the setting of performance targets, increased workload, increased accountability and changes in the curriculum. This in turn impacts on their professional identity and can negatively affect their mental health and well-being. The current article describes a qualitative study undertaken among 39 teachers and 6 school leaders across England and Wales in which we sought to understand, through interviews, the contextual workplace experiences of teachers who experienced work-related stress. Policy developments in education and management implementation of these developments and the consequent erosion of teacher autonomy dominated the narratives. We examine how managerialism can relate to a loss of commitment, professional identity, self-confidence and vulnerability to stress, anxiety and depression. This article proposes that educational reforms, and the rigidly prescribed organisational and management structures that accompany them, need to be weighed against their impacts on professional identity and personal well-being.

AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the profession, and increasing cultural diversity of the school population, attention to issues of integration of faith and work may be limited. The present study provides insight into how preservice teachers, graduates of a teacher education program, and teachers in Korea view the integration of their faith with their professional lives. Teachers report various ways in which they draw upon their own faith, and they suggest that the examination of moral dilemmas from a faith-based perspective has been largely ignored in an effort to prepare candidates to function in religiously neutral environments. They also indicate that the examination of case studies and scenarios for moral and ethical implications may be of value to them as they seek to live out their faith in culturally sensitive and appropriate ways.

Teaching career is the widest state employment type in Turkey. The career is resourced by many higher education institutions besides the ones deploying regular teacher training programs. Teacher candidates other than the graduates from education faculties have to attend a program specially designed to instruct on foundations of education such as theories, principles, strategies, planning, teaching methods and assessment. That alternative teacher certification program paves the way to transition to teaching career as well. This study was carried out with 11 religious officials who intend to shift into teaching career. The data was collected through 5 essays written by each participant while they were attending the program. The study was conducted as content analyses of total 55 essays. The analyses revealed that the participants, 1 preacher-woman, 4 mosque leaders-preachers and 6 Quran instructors, did not display any role confliction, intended to use their skills and experiences developed through their current careers selectively. The results were discussed with relevant available literature.

The purpose of this study was to explore the experiences of teachers who have the dual role of parent and teacher of children with disabilities. Data were collected in a qualitative methodology through semi-structured interviews with participants about their experiences. Questions focused on how teachers 1) experienced their roles, 2) addressed role conflict, 3) experienced communication with parents of children with disabilities and their colleagues, and 4) their thoughts and experiences regarding their pedagogy. Two broad themes emerged: 1) things parents of students with disabilities need to know about special education teachers and 2) things special education teachers need to know about the parents of their students. Sub-themes were also identified. Suggestions for teacher professional development are offered.

This article focuses on the collaborations between academics and community-based organizations seeking to fundamentally reorganize the way food is produced, distributed, and consumed as well as valued. The central research question investigates whether and how the growth of community--campus engagement (CCE) can strengthen food movements. Drawing on an analysis of 5 case studies in Canada, research demonstrated that when it is part of relationships based on mutual benefit and reciprocity, CCE can--and does--play an important role in building food movements. Different orientations toward CCE are discussed in terms of their varying assumptions and implications for how partners work together.

The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people's awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group.

Toddler stage is referred to as the golden era (golden age period), especially at the age of 0-2 years, the brain development reach 80%. This study examines the effects of health care support and father support for mother on the emotions of children aged less than 2 years. This study was observational, with cross-sectional design. The sampling method in this research was multi stage random sampling method in three sub districts and 20 villages. The total sample was 279 mothers and their children aged 3 months to 2 years in Blitar. Inferential data analysis using PLS (Partial Least Square) version 2.0. The result was that the children's emotions were formed by psychological factors of mother that affected by father factors and health care support.

Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master's-level trained educators with a mental health background.

Using a cross-sectional survey, we collected data from program coordinators at UCEA-member institutions to understand the various roles, time investments, and cost commitments associated with program coordination, including incentives institutions provide (or do not provide) for assuming such responsibilities. We seek to improve our understanding of the work and role(s) program coordinators play, the time commitments they report, and the types of incentives provided for assuming the role of program coordination of educational leadership programs. Understanding these roles help us understand how best to support these leaders in administering quality preparation programs.

To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS1). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective.

Mothers pursuing higher education represent a substantial and growing percentage of college students across the U.S. Previous research with this population is relatively scant and, generally, has not considered age differences among college mothers. The present study sought to identify predictors of parent role and student role efficacy in college mothers. Efficacy was expected to be a function of the degree of conflict between parent and student roles. In addition, age-related differences in college mothers suggest that age of mother should moderate the effects of perceived role demand and social support on role efficacy. Participants ranged in age from 18 to 51 years and had at least one child 16 years or younger currently living with them. Results indicated that conflict between parent and student roles is negatively associated with efficacy in each of these roles. Social support was more positively associated with role efficacy for younger college mothers than for older mothers. Finally, overall role demand was negatively associated with student role efficacy for older mothers and positively associated with parent role efficacy for younger mothers. The findings regarding role demand are discussed in terms of challenge and hindrance stressors.

This article explores how the ideology of individualism sustains a conflictual school/sport intercollegiate system within the neoliberalism university [Giroux, Henry A. 2014. "Neoliberalism's War Against Higher Education." Chicago: Haymarket Press]. Life-history interview with 47 U.S. collegiate athletes reveal how institutional conditions cultivated an individualistic subjectivity [Althusser, Louis. 1971. "Lenin and Philosophy and Others Essays." New York: Monthly Review Press] that led participants to internalize school/sport conflict and alter their behavior rather than to externalize conflict and alter the institution. Upon entering University, athletes "named" the institutional challenges created through combining elite athletics and academics. Rather than identifying structural solutions to conflicts, athletes' interactions within a neoliberal university codified an individualistic subjectivity in which participants "internalized" institutional conflict as something they must singularly defeat. Athletes then "mitigated" the conflict by compromising their educational ambitions. By individualizing conflict, higher education remained insulated from meaningful change. Findings demonstrate why future reform platforms must encompass broad institutional change alongside an ideological critique to temper the reproduction of an incompatible educational and athletic system.

Despite legislative regulations, many students with disabilities face barriers to their participation in higher education. In professional education, the requirements for placement practice add to the barriers for both students who need to disclose their impairments and request special arrangements, and staff who need to make the arrangements to accommodate to the students' special needs. The aim of this qualitative study was to explore the perspectives of academic staff and placement supervisors on supporting students with disabilities in professional programmes within health care, social work and teaching. Data were generated from focus group discussions with 13 lecturers who worked with students on campus, and 8 professionals who supervised students during practice placement. The results indicate an ambivalence among the staff and supervisors regarding working with students with disabilities. This ambivalence seems to be triggered by conflicting roles and values, unclear outcome measures to evaluate the students, a lack of knowledge of how to accommodate, time constraints, insufficient institutional support, as well as a lack of openness regarding students with disabilities in professional courses. The results call for an increased awareness of how complex processes in the structural and cultural environments affect students' disclosure of disability and the collaboration between the stakeholders.

This article focuses on identity flux and related negotiations that occur for doctoral students who start PhD programmes whilst already in post as full-time academics. Theoretically, we develop the concept of the "learned" and the "learning" academic as end points within a continuum used to explore academic identity negotiations. Autoethnography is here employed as a tool for reflexive engagement to illustrate how the identity sensemaking process for those who find themselves suspended in the student-lecturer 'limbo' is fostered by the recognition and engagement with critical incidents. Our findings contribute to studies on academic identities and to research on teaching and learning at the doctoral level by shedding light on the experience of learning and identity negotiation for a particular set of students.

This study examined two physical educators/coaches' (one veteran and one induction) perceptions of their two roles. Role socialization theory (Richards, 2015) was used to determine how different roles are socially constructed and contextually bound, how individuals are socialized into their roles, and how socialization affects others' view of the participants. Triangulation, peer debriefing, member checking, and an audit trial ensured trustworthiness. Data analysis was conducted following Merriam and Tisdell (2016). Analysis revealed three major themes: time conflicts, relationship conflicts, and the value of the role was dependent on the environmental context.

Faculty members with families face well-documented challenges in managing the demands of work and life. However, we know less about the experiences of single faculty members. Using agency as a theoretical framework, we assessed whether faculty members have different experiences in enacting agency in work-life balance based on their partner status, gender, and rank. We found single faculty members, particularly single, women associate professors, felt less agency in their ability to balance work and life than their partnered peers. We offer policy recommendations for institutions to more equitably support all faculty members in negotiating work-life challenges.

There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structured interviews. Findings from the study revealed that the participants' inability to secure financial support for their studies and the need to consolidate their jobs were the key factors influencing their decision to combine full-time study and work. Results also showed that flexitime arrangements served as the best strategy for coping with the two full-time endeavours. Additional results indicated that focusing on one role at the expense of the other and some form of subtle support from superiors were motivators for the study subjects to cope with the dual roles. Moreover, it was apparent that these full-time working-students often experience compelling challenges as a result of their engagement which are potential reasons for employment dishonesty among such employees. The findings of this study are important for consideration among higher educational institutions, employers, policymakers, graduate students, and others.

There have been increasing calls in healthcare for the development of a more robust evidence base. Facilitating research activity amongst clinicians is the primary means of achieving this, although engagement is often undermined by a number of barriers and resistors. This article identifies and explores the forms of resistance that graduates from three postgraduate healthcare education programmes have encountered on their return to practice. This study employed a collective case study approach and gathered data from 29 semi-structured interviews. Thematic analysis revealed a range of challenges, both anticipated and unexpected, which related to research engagement. Four forms of resistance were subsequently identified: managerial, medical, organisational and interprofessional. In exploring these forms of resistance, it became apparent that barriers to research engagement are not only contextually determined but also rooted in enduring social perceptions, role insecurity and professional protectionism. The study also found that, whilst research engagement was rhetorically supported, organisations offer very little tangible assistance to potential clinical researchers. A particular type of education has proved manifestly disruptive in this instance, and this disruption will need to be recognised as curricula are adjusted and developed. Further exploring the identified miscommunication between education and practice will also be of particular value to both fields.

Against a background of public management reform strengthening managerialism, this study examines the professional identity of secondary school teachers in the Netherlands. It uses the Good Work framework of "excellence," "ethics" and "engagement" to explore what teachers think they should do -- self-image -- versus what they do -- role. It finds that managerial reforms in secondary education enhance a discrepancy between these two sides of teachers' identity. The study discovers three strategies teachers employ to navigate the emerging tensions. These findings contribute to our understanding of how public management reform plays out in both teachers' beliefs and practices.

Purpose: The purpose of this study is to investigate the effects of family-supportive supervisor behaviors and organizational climate on employees' work-family conflict, job satisfaction and turnover intentions. Design/methodology/approach: To examine the causal relationship, the longitudinal panel data of the work, family and health study were used, using the data of 664 respondents who participated in surveys from all four time-points at two Fortune 500 information technology (IT) companies. Findings: The results of the data analysis suggested that family-supportive supervisor behaviors have a minimal, but statistically significant, impact on work-to-family conflict and organizational work-family climate. Moreover, work-to-family conflict minimally mediated the relationship between family-supportive supervisor behaviors and employees' turnover intentions. An organizational work-family climate had a small, but statistically significant, mediating effect between family-supportive supervisor behaviors and job satisfaction/turnover intentions. Practical implications: This study has practical implications by noting that relying on only individual managers' roles or training managers to be family-supportive may not be enough to improve family-oriented organizational culture, work-life balance and job-related outcomes. Originality/value: Using a longitudinal mediation model, the authors examined the effects of family-supportive supervisor behaviors and how those behaviors impact other variables over time. Despite the expectation of such an impact, the authors found minimal effects among variables. This study is valuable because it can stimulate future research to advance the theoretical and practical understanding of family-supportive supervisor behaviors to help determine why the study found that it had very little impact on both work-family conflict and a family-friendly organizational climate to increase employees' satisfaction to continue to work.

Purpose: The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method: Participants included 653 teachers (women = 382) who taught physical education (n = 420) or adapted physical education (n = 233). Five instruments were used to examine workplace experiences regarding: (1) marginalization and isolation; (2) two elements of perceived mattering; (3) three role stressors, (4) resilience; and (5) emotional exhaustion. Group comparisons were analyzed using a 2 × 2 (discipline x biological sex) factorial MANCOVA while including years of teaching experience as a covariate. Results: No significant interaction effect between teacher group and biological sex was detected; however, there were significant main effects of teacher group, F(9,640) = 19.49, p < 0.001; Wilk's [lambda] = 0.79, partial-[eta]2 = 0.22, and of biological sex, F(9,640) = 2.81, p < 0.01; Wilk's [lambda] = 0.96, partial-[eta]2 = 0.04, on the dependent variables. Significant follow-up univariate tests showed that the adapted physical education teachers perceived less marginalization, less isolation, more perceived mattering, and less emotional exhaustion than the physical education teachers. Women from both groups felt significantly more role overload when compared to the men. Conclusion: Collectively, these findings both relate to and extend role socialization theory in explaining how adapted physical education teachers are socialized through the workplace in comparison to their physical education counterparts. Practical implications for preservice and inservice teacher preparation and future research directions are discussed.

To date, research concerning the work-family-study interface remains limited and has focused on younger students enrolled in campus-based courses. In this study, we used self-reported data from 318 distance education final-year undergraduates to examine, first of all, the associations between students' levels of mental distress with their work and family roles. Secondly, we examined the associations between students' levels of mental distress with their perceived levels of role conflict and role facilitation. We considered conflict and facilitation both in the direction from work to studying and from family to studying. We used multinomial regression to explore relationships, controlling for age, sex, ethnicity, and educational attainment at registration. Our study revealed unpaid caring responsibilities, reported work-study conflict, and family-study conflict were associated with an increased risk of reporting higher levels of mental distress, and work-study facilitation and family-study facilitation were associated with a lower risk of reporting higher levels of mental distress.

The transitioning of veterans from the "military world" to "the civilian world" and by extension the civilian workforce is the "ultimate career transition." However, to facilitate this challenge, most veterans often utilize higher education as a transitional tool to qualify themselves with credentials that are not only recognizable but valued by their potential civilian employer. Transitional challenges for the veteran student in higher education include a unified learning environment (veterans and civilians), a learning environment supported by unfamiliar learning theories, and differences in roles, for example instructor and student. Utilizing the transitional challenges veterans encounter while pursuing higher education as an underpinning, this chapter provides an overview of the veteran student, explores the transitional challenges veterans encounter while pursuing higher education and relevant support systems needed for success. Additionally, this chapter provides strategies that should be employed by adult educators in an effort to promote a veteran-friendly learning environment.

If work-family role conflict is not managed properly it could have debilitating consequences for educators regarding the quality of their work and family lives. The aims of the current study were twofold, namely, to determine the nature and the extent of role conflict being experienced by primary school educators teaching in three regions of North West, South Africa. To achieve the aims of the study, a literature review and an empirical study were undertaken. The literature review focused primarily on the nature of role conflict (intra- and inter-role conflict), while the empirical study investigated the extent of role conflict (intra- and inter-role conflict) being experienced by 795 primary school educators teaching in three regions of North West. Based on the outcomes of the literature review focusing on the nature of role conflict, a questionnaire was developed and validated to assess the extent of role conflict being experienced by the participants. The findings indicated that, in general, the participants experienced a slight to moderate extent of intra- and inter-role conflict. Some recommendations were made to manage and address the educators' experiences of intra- and inter-role conflict in the school context.

This paper is based on a study about managers of daycare centres in Israel, which provide early childhood education (ECE) for the ages of birth to three years old. It focused on the daycare managers' professional and female identities. On the background of the relatively low educational standards in the centres, the study strives to make the managers' voices heard. The study which applied a qualitative methodology, reveals that although the participants' female identity is embedded in their professional identity and their daily routine, they are unaware of it. Two contexts are discussed: the managers' relationships with the staff and the parents, and the managers' manoeuvring between the organizational-economic constraints, which affect their professional and female identity substantially. These findings are of importance since they project on a population hardly studied previously and give it a voice. On a broader level, they might help policymakers dealing with ECE.

Counselor educators (CEs) hold legitimate power over counselor education students (CESs). It would be helpful for CEs to understand how power differentials influence boundary-crossing perceptions within the legitimate hierarchy of counselor education. CEs and CESs were separately shown the same 16 boundary-crossing scenarios that could occur between the groups. When CEs are negotiating boundary-crossings with CESs, Burian and Slimp's model would likely be most helpful as it is specific to counselor education and requires CEs to contemplate motives when evaluating boundary-crossings. However, when CESs are negotiating boundary-crossing concerns with CEs, Gottlieb's model would likely be most helpful. CESs in this study were very concerned about boundary-crossings that encroached upon their personal needs that were not a requirement for successfully graduating from a counselor education program. Consequently, CEs may want to become clearer in their understanding of the differences between optional behaviors versus those of mandated requirements for graduation. A CE and a CES sharing a car ride to a professional meeting is an optional boundary-crossing because it does not assist a CE in completing the mandated requirements for graduation. This contrasts with the mandated graduation requirement that a CE provides the required supervision hours to a CES.

Changes in the global economy and cultural norms have given the opportunity for women to be employed and attain higher education. This study aims to explore the work-family-education balance of the married female graduate students. It examined how work-family-education affects the daily lives of married female graduate students and posed the question whether they manage to balance those three spheres, if so what are the ways they have developed to manage the difficulties emerging from each sphere. The sample comprised of 15 participants who were pursuing graduate degrees at a state university. The findings resulted from a qualitative research, using thematic analysis based on in-depth interviews indicated that the daily lives of the married female students are affected in several ways where they are placed in a shortage of time to meet with the demands in work, family and education, and they sacrifice their personal satisfaction to meet with the demands of the multiple roles.

Literature shows that the role of academic middle managers (AMMs) has been a subject of contestation for a long time the world over owing to the fact that there has not been a clear cut articulation of what exactly this role constitutes or means. Such a situation according to literature has tended to affect the way the AMMs enact their role in their different departments and organisations. Traditionally, the role of the academic middle manager has been viewed as transmitters of top management views to the lower echelons of the organisation. This view has however greatly changed over the last couple of decades owing to the realization that academic middle managers play a critical role in both educational change and curriculum change and it is the later view that this paper seeks to explore and highlight. More specifically, this study examines the concept of role as understood by the academic middle managers (AMMs) and also as shaped by the different contexts in which the AMMs perform their curriculum change roles in higher education. Literature shows that the way the AMMs understand and hence enact their role in curriculum change is framed by the nature of the activity, role expectation, role conflict and the demands of the role sender among others. This study therefore examines how AMMs understand and eventually enact their role in the light of different competing demands and interests during curriculum change in higher education.

Purpose: The present investigation was planned to determine the influence of type of personality, gender, age, qualification and experience causing stress among teacher educators at work. Method: A sample of 100 subjects from male and female teachers teaching in teacher training colleges, Delhi, India was drawn randomly. The data was collected by applying the following tools: (i) Organizational Role Stress Scale (ORS) by Udai Pareek (1993). This tool measures role space and role set conflict. Test carries 50 items which are rated at five point scale. (ii) R-R introversion-Extroversion Scale by Dr. R. N. Singh and Dr. R. B. Tripathi (2010). This tool measures the personality in terms of Highly Extrovert, Predominantly Extrovert, Balanced Ambivert, Predominantly Introvert and Highly Introvert. This tool consists of 50 items with "yes" and "no" alternative responses. Results: The results revealed that (i) Female teacher educators are more likely to experience stress as compared to male teacher educators. (ii) Younger teacher educators are more likely to experience stress as compared to older teacher educators. (iii) Less qualified teacher educators are more likely to experience stress as compared to highly qualified teacher educators. (iv) Less experienced teacher educators are more likely to experience stress as compared to highly experienced teacher educators. (v) Introvert type of teacher educators are more likely to experience stress as compared to Extrovert teacher educators.

This study explores international students' experiences with studying and working at a North Eastern public university. Through phenomenological research approach that utilized face-to-face interview and photo-elicitation techniques, the personal experiences of twenty international students were captured. The findings of this study indicated that these students benefited from the responsibilities that resulted from their dual role as both students and employees in many ways. However, they also suffered from emotional and physical stress which resulted in tiredness, lack of sleep, role conflict, homesickness and frustration. Interestingly, these students effectively employed different coping mechanisms including finding social support, and participating in leisure and non-leisure activities to off-set the negative effects of studying and working concurrently.

A comprehensive Psychometric Analysis of Rizzo et al.'s (1970) Role Conflict & Ambiguity (RCA) scales were performed after its distribution among 600 academic staff working in six universities of Pakistan. The reliability analysis includes calculation of Cronbach Alpha Coefficients and Inter-Items statistics, whereas validity was determined by running Exploratory and Confirmatory Factor Analyses. The reliability analysis revealed that RCA scales possessed sufficient internal consistencies, i.e. (?a= 0.85 & r= 0.61). On the other side, Factor Analysis revealed that mean factor loadings for all items ranged up to 0.85, which resulted in three-factor model fit for role conflict and two-factor model fit for role ambiguity. The overall results confirm that RCA scales possess good psychometric properties, thus it could used for assessment of role conflict and ambiguity among academic staff in Pakistan.

There is a need to better understand the reality of enacting dual teaching positions, or roles, within a school. Therefore, role conflict experienced by teachers who are tasked with concurrently teaching multiple subjects warrants further understanding. For example, teachers responsible for teaching physical education (PE) and another school subject(s). There is, however, currently no published instrument for measuring role conflict of this nature. The purpose of this study was to develop and validate the Teaching Multiple School Subjects Role Conflict Scale, an instrument to measure interrole conflict between the roles of teaching PE and another school subject(s). Research aims included: (a) developing the instrument; (b) identifying a factor structure for the instrument using exploratory factor analysis; (c) confirming the factor structure through confirmatory factor analysis; and (d) examining the correlation between the newly validated measure and conceptually similar (i.e. role stress) and dissimilar (i.e. resilience) constructs. Exploratory factor analysis identified a stable three-factor, nine-item solution, including schedule conflict, energy expenditure conflict, and status conflict. Confirmatory factor analysis supported this solution, ?[superscript 2](24) = 47.16, p < 0.001, non-normed fit index = 0.950, comparative fit index = 0.967, standardized root mean square residual = 0.069, and root mean square error of approximation = 0.069. The newly validated scale correlated appropriately with conceptually similar and dissimilar constructs.

This qualitative study explores the career-life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career-life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research.

The purpose of this study was to examine the perceptions and experiences of Black women college athletes at a Division I historically White institution (HWI) to understand their role negotiation processes. There is a need to explore the experiences of Black women college athletes in Olympic sports along with their same race peers in high-profile sports to ensure the professed National Collegiate Athletic Association (NCAA) mission is being fulfilled for all college athletes regardless of their race, gender, and sport and specifically related to their academic experiences and outcomes. The current study fills this gap. Data collection methods included a focus group interview with four participants, two individual interviews, and an 8-item demographic questionnaire. Priori intersectionality, psychological identity, and college student development theories were incorporated to highlight key aspects of participants' lived experiences in college. Findings revealed participants' experiences with role conflict, athletic identity foreclosure, and social isolation. Implications for policy and practice are discussed.

Based on the job demands-resources model and role conflict theories, we developed and tested hypotheses to elucidate the consequences that work-to-life and life-to-work conflicts have on job satisfaction and how affective, normative, and continuance professional commitment moderate these relationships. Using data collected from German academics, our results confirmed theoretical assumptions that work-to-life conflict and continuance commitment act as stressors that reduce job satisfaction, while affective commitment serves as a resource, as it lowers job satisfaction directly and buffers the negative impact of a work-to-life conflict on job satisfaction. Neither life-to-work conflict nor normative commitment had a direct impact on job satisfaction, but their interaction had a positive effect on job satisfaction. A groupwise analysis of academics with temporary positions and academics with permanent positions revealed that affective commitment was a moderator only in association with work-to-life conflict among temporarily employed academics and that normative and continuance commitment were moderators in association with the life-to-work conflict among permanently employed academics. We discuss the implications of these results for theory and policy.

Context: The role of a faculty member in higher education includes engaging in the 3 facets of research, service, and teaching. Allied health faculty members face additional responsibilities such as administration, patient care, and addressing external accreditation. It is not understood how junior faculty members balance these multiple roles. Objective: Gain an understanding of athletic training and physical therapy junior faculty members' ability to find and maintain role balance. Design: Qualitative phenomenology. Setting: Accredited athletic training and physical therapy programs. Patients or Other Participants: Twenty-six participants--13 physical therapists (7 male, 6 female) and 13 athletic trainers (4 male, 9 female)--completed interviews. All participants held academic terminal degrees (21 doctor of philosophy, 5 doctor of education). Main Outcome Measure(s): Data were collected using a one-on-one semistructured phone interview, which was digitally recorded and professionally transcribed. Following saturation, data were analyzed using the interpretive phenomenological analysis method. Trustworthiness was ensured through peer review, multiple analyst triangulation, and member checking. Results: Two primary themes were identified: role overload and strategies. Role overload describes overwhelming responsibilities placed on junior faculty and the conflict they face when attempting to balance each of these responsibilities. Strategies articulate the participants' reliance on time management, scheduling and planning, and keeping work and home lives separate. Conclusions: Junior faculty members are overloaded by the plethora of responsibilities they must assume, causing role strain. The time-management techniques of scheduling and planning allow junior faculty members to attempt to balance their roles by designating chunks of time for each responsibility. They also keep their work and home lives separate to buffer the strain. Though faculty members have developed adaptations, the primary way to reduce role overload is to decrease the number of duties for which they are responsible.

The knowledge value chain has multiple stakeholders such as researchers and policy-makers. These are conventionally knowledge producers and knowledge users, respectively. Knowledge producers and knowledge users sometimes have conflicting interests, expectations, concerns, and priorities. To mitigate these differences, one of the strategies used is knowledge co-production. However, at times the knowledge co-production process demonstrates the implications of the adage that 'knowledge is power'. The manifestations of power or powerlessness are demonstrated in knowledge production and knowledge use/consumption. This paper discusses the metamorphosis of research approaches during a project and the concomitant adjustment of power relations and stakeholder expectations regarding knowledge production and consumption in the VakaYiko Project. It employs theoretical approaches from conventional research, applied research and participatory action research to analyse the concomitant negotiations for power. Power was demonstrated in decision-making with regard to how to undertake the study, composition of the research team, sampling of participants, and what to include/exclude in the research report. The data for this study were gathered through interviews with representatives of organisations that participated in the project and from the project research reports. The four key findings are that (1) the interface of knowledge producers and knowledge users is a site for the contestation of power because of competing priorities and lack of mutual understanding, (2) unresolved knowledge co-creation concerns inhibit the knowledge production process, (3) research uptake is not automatic; it is determined by several factors, and (4) project conceptualisation oversights translate to glitches at subsequent stages of the project.

We examine the relationships between job characteristics (job autonomy, skill variety, role conflict), work-related attitudes (job satisfaction, organizational commitment, trust in the employer), and organizational citizenship behaviors (civic virtue and altruism) among faculty at UAE-based universities. Data were obtained from 249 participants at 26 universities. Path analysis revealed, as predicted, that job autonomy, skill variety, and role conflict impact faculty job satisfaction, organizational commitment, and trust. Also, when job satisfaction, organizational commitment, and trust were examined simultaneously as mediators of the job characteristics-citizenship relationship, only organizational commitment was significant. Job autonomy had both direct and indirect effects on civic virtue, but only an indirect effect on altruism. Skill variety had direct and indirect effects on both civic virtue and altruism; whereas, role conflict had only indirect effects on these outcomes. The practical and theoretical implications of these findings are discussed and directions for future research are offered.

Universities in most countries have become more managerial, but in different ways, for different reasons, and with different results. This article explores the collegial and managerial roles and qualifications of Canadian university deans. The study analysed 223 job advertisements published between 2011 and 2015. The analysis distinguishes between university types, faculty types, and recruiting firms. Overall, Canadian university deans' roles and qualifications present a balanced combination of collegial and managerial depictions, though they remain solidly anchored in collegiality by their academic requirements. Of note, the type of university, the type of faculty, but also the recruitment firm selected for the search shape how deans' roles and qualifications are prioritized.