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Australian academics are being squeezed from all sides, facing ever-intensifying bureaucratic expectations around research output, coupled with increased teaching commitments and mounting administrative duties. These demands are occurring in an environment where most academics are still employed under traditional arrangements whereby, notionally, 40 per cent of their workload is allocated to research, 40 per cent to teaching and the final 20 per cent to service or administration. Such figures are no longer -- and perhaps never were -- a realistic representation of average workloads. This paper discusses how Australian academics in the discipline of English have been working within and around the 40/40/20 model, as well as the impact of the COVID-19 pandemic on their workload. Discussion here is built on interviews with English academics, but the same concerns are applicable across the tertiary sector because employment conditions tend to be standardised at the institutional level rather than at a disciplinary level.

The COVID-19 pandemic forced organizations across diverse industries to redraw their business models globally. Businesses crumbled, downsized, laid off workers, streamlined and digitalized their workflow, and maintained skeletal staff to support integral business functions. Remote working and flexible schedules were institutionalized to manage service employees globally. The study compared the effects of work-life balance and employee remuneration on employee job satisfaction and loyalty intentions. The study targeted frontline staff at three public universities in Zimbabwe, and 327 valid responses were obtained. Structural Equation Modeling (SEM) revealed that employee remuneration, remote working, and flexible scheduling positively and significantly influenced employee job satisfaction. Further, the analysis indicated employee preference for remote working and flexible work scheduling over more pay and benefits. The positive impact of job satisfaction on employee loyalty intentions was also confirmed. This study flags the significant contribution of work-life balance by bringing new empirical evidence on the relative significance of remote working, flexible working arrangements, and employee remuneration on employee job satisfaction and loyalty intentions in the post-pandemic normal. The study recommends that universities should harness digital technologies to promote sustainable remote working and enhanced employee autonomy.

Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores.

Teacher burnout is a worldwide problem, and discontent of the educators often leads to social action in forms of demonstrations and strikes. Studies often link teacher burnout to interpersonal and workplace factors. Social and societal factors, however, are rarely considered in the development of the symptoms. Our study aimed to reveal how the strength of teacher identity and different types of relative deprivation are associated with teacher burnout. A representative sample of 1797 Hungarian teachers participated in our survey study which aimed to measure exhaustion and disengagement as symptoms of burnout beside strength of teacher identity, working hours, egoistic and fraternalistic relative deprivation. The results of the Structural Equation Analysis showed that teacher identity is negatively linked to burnout symptoms. On the other hand, both types of relative deprivation and working hours are positively linked to burnout. The analysis of mediating paths also confirmed the Janus-faced effect of teacher identity: contrarily to its direct negative link to burnout, a positive mediating effect of teacher identity was revealed through fraternalistic relative deprivation. The findings indicate that the general judgement of teachers within society may contribute to burnout. Therefore, burnout research should focus on social comparison processes beside exploring intrapersonal and workplace factors.

Several studies have demonstrated the relevance of job demands-resources theory in examining the subjective well-being of Chinese university teachers. Nevertheless, the specific impact and mechanisms of various dimensions of job demands and resources on faculty members' subjective well-being are not well understood. This study seeks to identify the primary predictors of subjective well-being and to explore the connection between specific job demands-resources and subjective well-being through an examination of the sequential mediation of work stress and work-life balance. Questionnaires were completed by a total of 2302 faculty members from 302 universities in China. Correlation analysis and path analysis were employed to examine the relationships between job demands-resources and subjective well-being, as well as their influencing mechanisms. Job demands measured by work hours have a significant negative impact on the subjective well-being of university faculty, with teaching hours emerging as the primary negative predictor. Conversely, job resources have a significantly positive effect on faculty's subjective well-being, particularly decision participation, job security and extensive training, which serve as positive predictors. The relationship between job demands and faculty's subjective well-being is mediated by their work stress, and is further serially mediated by their work stress and work-life balance. Similar patterns are observed in the influence mechanism of job resources on subjective well-being.

This study modelled the Mediating Role of Work-Life Balance on the Relationship between Work Arrangement and Employee Performance in Higher Education. The explanatory research design was adopted for this study, and a sample of 316 was drawn from a study population of 2,045 administrative staff of a public university in Ghana. A questionnaire was used for the data collection, and data gathered were analyzed with Partial Least Square-Structural Equation Modelling. The study found that flexible work arrangements and wellness programs are individually and significantly related to employee performance and work-life balance. Also, family responsibilities significantly influenced employee performance but had a non-significant relationship with work-life balance. It can also be concluded that work-life balance significantly mediated the relationship between flexible work arrangements and employee performance as well as wellness programs and employee performance. It is recommended that human resource managers in academia should take specific action to enhance work-life balance among their administrative staff to elicit higher performance from them.

Despite the acknowledged complexity and time pressures of early childhood educators' work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators' work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.

PhD students come to work in academic environments that are characterized by long working hours and work done on non-standard hours due to increasing job demands and metric evaluation systems. Yet their long working hours and work at non-standard hours are often seen as a logical consequence of their intellectual quest and academic calling and may even serve as a proxy for their research engagement. Against that background, quantitative data from 514 PhD students were used to unravel the complex relationships between different aspects of time use and PhD students' work engagement. While the results support the academia as a calling thesis to some extent, they also show that the relationships between long and non-standard working hours and research engagement are partly negated by the fact that the same working time characteristics lead to perceived time pressure and lack of time sovereignty, which in turn negatively affects their engagement. Moreover, the mechanism behind this negation varies across scientific disciplines. These subjective working time characteristics are the same alarm signals that are flagged as risk factors in academic staff for occupational stress, burnout, and work-life imbalance and thus cannot be ignored.

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.

As most academic libraries closed in March 2020 to help slow the spread of COVID-19, practitioners started working from home for the first time. After observing impacts on their own work, the authors sought to study the broader effects of remote work on practitioners' professional and personal life by conducting a longitudinal study between July 2020 and June 2021. The authors identified successful and unsuccessful practices and, based on this data, developed recommendations for how employers can support their employees as whole persons to ensure more productive professional performance and healthier personal lives.

The present study aimed to compare PhD holders' current working conditions, satisfaction, and changes in their job four years after graduation across three job sectors, namely universities, research institutes and industry. We analysed the responses to the survey on PhD graduates' employability of the Catalan University Quality Assurance Agency, AQU Catalunya. Participants were 1,798 PhD holders from all disciplines who graduated between 2014 and 2016. Our findings show that PhD holders working outside academia had better working conditions in terms of the type of contract, working hours and salary than those at universities and research institutes. PhD holders working outside academia experienced fewer changes after the PhD and were less satisfied with the connection between their job and the PhD, but no differences were found among sectors in the satisfaction with job content and overall job satisfaction. Results show a clear mismatch between the education level required for the job and the level of responsibilities, not only for PhD holders working beyond academia but also, to a lesser extent, for those working at universities and research institutes. This study contributes to the understanding of academic and non-academic trajectories and points out several gaps and lines for future research and doctoral education.

Background: Maintaining a pleasant work environment and striking a healthy work-life balance are critical for improving employee well-being and performance. The Job Stress and Health model sheds light on acute challenges that employees confront as a result of numerous work-related or external variables. The COVID-19 epidemic has resulted in abrupt changes in work habits and lifestyles, resulting in severe stress and disruptions to people's physical and mental health around the world. Purpose: During the pandemic, this study was undertaken to investigate employee work pattern choices, such as work from home, blended work, or work from the office. Methods: This study examined how work pattern decisions affected HEI employees' well-being during the COVID-19 epidemic using the Job Stress and Health model and an online survey. To investigate work model preferences and challenges, demographics, work patterns, and well-being indicators including sleep and performance were collected and evaluated using descriptive and inferential statistics. The study questionnaire was close-ended and prepared in English. Results: Even after the pandemic, a significant proportion of employees preferred the blended work paradigm, showing the long-term impact of the shift in work habits. Furthermore, the shift in work schedules has had an impact on employee well-being, particularly changes in sleep patterns. Discussion: Even though the employees of higher education are adaptable and accept a blended work model, it is important to note that work-related stress and inefficiency can arise depending on the resource requirements. Also, physical and mental health aspects while working remotely or in a blended model need consideration, especially when implemented in the long term. Translation to Health Education Practice: Understanding the effects of these work pattern choices on employee well-being is critical for organizations to adopt policies that foster a healthy work environment and assist employees in reaching optimal work-life balance. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars. http://portal.shapeamerica.org/trn-Webinars

Educational guidance counsellors' wellbeing at work was studied based on the circumplex model of occupational wellbeing. The main aim was to identify what kind of occupational wellbeing profiles (OWP) representing different levels and combinations of burnout, work engagement, workaholism and job satisfaction existed in this group. Data were collected via e-surveys in two separate samples: Sample 1 in 2019 (n = 211) and Sample 2 baseline in 2020 (n = 343) and follow-up in 2021 (n = 176). Latent profile analysis revealed altogether three OWPs: Satisfied-Engaged (68% in 2019, 53% in 2020, 56% in 2021), Workaholic-Engaged (28%, 42%, 33%) and Burned-out (4%, 5%, 11%). In addition, results concerning Sample 2 with a longitudinal design showed a decline in occupational well-being during the COVID-19.

Higher Education staff in the United Kingdom (UK) work long hours to complete their duties. In a 2021 survey, staff reported a weekly average of 51 hours: a fact well understood to undermine health and educational quality. Yet, UK law sets a maximum working week of 48 hours, and failure to uphold this maximum is a criminal offence for employers. Seeking to understand this contradiction, the article reveals that staff are denied otherwise universal legal Health and Safety protection by the development and reinforcement of legal interpretation that assumes they have sufficient 'autonomy' to avoid overwork. As this is a position mutually constructed and accepted by both employers and unions, all efforts to reduce hours, including Industrial Action, have worked from this premise. However, critical analysis of university Terms and Conditions, against relevant jurisprudential developments, adds significant original value by questioning the validity of the status quo legal interpretation. Specifically, a landmark legal ruling against the UK by the European Court of Justice, and the resulting 2006 amendment to the UK Working Time Regulations, strongly suggests most University Terms and Conditions are legally noncompliant. As such, HE stakeholders should pressure powerbrokers involved in this omnipresent dispute to revisit the law: specifically with a view to re-establishing any fundamental rights of which they are currently illegitimately deprived. Where this was successful, empirically informed "weekly" workload modelling -- rather than irrelevant, abstract annual calculations -- would become a legally enforceable necessity for the benefit of staff and students alike.

This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after the participants were exposed to microlearning. The findings illuminated that microlearning was perceived as flexible and stress-free and allowed teachers to focus on relevant and immediate tasks using bite-sized learning segments to achieve digital growth. Such activities created favourable conditions to equip them with the skills necessary to teach effectively in the context of the "new normal". Moreover, the study shed light on how previous TPD activities were often considered too general to improve teachers' digital competence. It concluded with a call for more research on microlearning and TPD for OBL to help teachers gain pedagogical, theoretical and practical knowledge to enhance their teaching.

As stress in students has increased in the last years, factors predicting stress need to be investigated. The aim of the present study was to replicate previous findings using the demand-control model and to examine the role of emotional distress in a transactional model (inspired by Lazarus' transactional stress model). "Stress, mental health, demands and control" and several "additional attributes" were assessed. Different multiple linear hierarchical regressions were examined. The demand-control model explained a total of 55% in variance (including "depression" and "anxiety" as confounding variables). The transactional model explained a total of 62% in variance. All in all, the predictive validity of the transactional model exceeded that of the demand-control model in predicting students' perceived stress. Especially intraindividual aspects like self-efficacy, coping and resources are of relevance for student interventions.

Purpose: As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools. Design/methodology/approach: Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics. Findings: Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types. Originality/value: By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals' capacities, alleviate their workload and to prioritize time use in different leadership domains.

Promoting staff well-being has been a challenge for many residence life departments long before the COVID-19 pandemic led to a decrease in the mental well-being of the general population as well as in residence life staff. The stressful work environment and demanding work hours in residence life have been linked to burnout and intentions to leave the field. This qualitative study explored the experiences of residence life staff during the pandemic, which, with its heightened stressors, provided a rich backdrop for studying ways to improve praxis in residence life by reducing stress and work demands and improving staff well-being. Based on interviews with 17 residence life staff, we found that the pandemic exacerbated challenges related to transparent communication and decision-making and affected professionals' ability to balance work and personal life, challenges that had existed in departments prior to the pandemic. Participants responded to these challenges by prioritizing their well-being, re-evaluating their careers, and leveraging technology to improve residence life praxis. We discuss implications for altering practice after the pandemic to increase staff well-being by facilitating start-stop-continue activities to address issues with workload and connecting staff to mental health services. [Discussion questions prepared by Asiyya Ashraf and Tremaine Love.]

Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers' marking workload. FLASH Marking is a code-based feedback approach involving peer- and self-assessment, reducing the need to use alphanumeric grading while promoting the use of students' metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers' workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils' learning outcomes.

Higher education students in Finland and all over the world are often engaged in a paid job alongside their studies. The purpose of the present study is to explore how humanities students' work experience is related to their career engagement and metacognitive awareness. More precisely, the aim is to investigate how the nature and amount of work are associated with career engagement and metacognitive awareness. A total of 302 master's students filled out the questionnaire. The data were analysed by exploratory and confirmatory factor analyses, Pearson correlations, independent samples t-test and One-Way ANOVA. The results showed that working students had higher scores on networking than non-working students. In addition, the study revealed that the amount of work and work related to the study field were positively related to career engagement (career planning and networking). Regarding metacognitive awareness, the amount of work matters. Full-time working students had higher scores on both dimensions of metacognitive awareness, namely knowledge of cognition and regulation of cognition. In addition, work related to one's own study field was connected with the perceived relevance of work. The present study indicates that students' working can enhance students' career engagement and their metacognitive awareness.

Purpose: This study aims to find out if organizations are still practicing a hybrid workplace arrangement after COVID-19 ease of restrictions, determine the positive and negative sides of a hybrid workplace, ascertain the challenges organizations are currently facing in implementing a hybrid workplace and examine how successful team learning has been in hybrid workplaces. Design/methodology/approach: This study adopted a mixed approach. Two sets of data (quantitative and qualitative) were used to answer the research questions. Findings: This study found that most organizations within professional service firms are still implementing hybrid workplaces even though COVID-19 restrictions have been eased. This study also found that one of the advantages of implementing a hybrid work arrangement includes employees' opportunity to spend more time with their families. On the other hand, the disadvantages discovered were gradual loss of corporate identity, a feeling of loneliness and others. One of the challenges organizations are facing in implementing this working system is the lack of an ergonomic workplace and appropriate technology for remote working. With evidence, this study ends with finding out that companies are not successful as expected in terms of team learning in a hybrid workplace. Originality/value: To the best of the author's knowledge, this is among the first to look at hybrid workplace in the African setting where COVID restrictions which highlights the practice has not really been an issue. This study also combines its findings with those done on the subject before to firmly clarify attributes as they exist.

Purpose: This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models. Design/methodology/approach: This paper discusses innovations in training and development in modern times and builds on the instructional training design approach or the ADDIE Model and the Kirkpatrick Model of training evaluation. Findings: The paper presents new approaches to training and development in the context of the hybrid work model applying the ADDIE Model and the Kirkpatrick Model. These new approaches are both necessitated and also made possible due to the technological advancements of modern times. Originality/value: With the rapid transition of companies to the hybrid model of work in recent times, several human resource management practices need to be transformed to suit the requirements of the new work model. Training and development is one function that needs to change in the hybrid work model to ensure its effectiveness. This paper analyses innovations in the training and development practices of companies and discusses new approaches while applying existing training models, the ADDIE and Kirkpatrick Models, to adapt to the changes associated with the hybrid work model.

Purpose: Drawing on the job demands-resources (JD-R) model, the authors examine how working in the hybrid workplace model (telework and flexible work) affects job performance via the intervening role of work engagement. Design/methodology/approach: The authors adopted a quantitative approach and collected data from 277 employees working in universities in Nigeria. Partial least square structural equation modelling was used to analyse the data and test the hypotheses. Findings: The findings reveal that flexible work, not telework, has a significant and positive effect on job performance. It also emerges that flexible work positively affects work engagement, and work engagement significantly mediates the relationship between flexible work and job performance. However, the findings do not support the effect of telework on work engagement and the mediating role of work engagement in the proposed relation between telework and job performance. Originality/value: The paper provides fresh insights by linking the components of the hybrid workplace model with job performance and employee work engagement and extending the JD-R model to the hybrid workplace setting. The practitioners can benefit from the findings of this study by factoring in the importance of the hybrid workplace model in designing policies and procedures to promote job performance.

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work-life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees.

This study investigates the impact of 24/7 library operations on the health and work-life balance of Library and Information Science (LIS) professionals in India. Using a mixed-method approach with 52 respondents, reveals significant physical and mental health issues, sleep disruptions, and dietary challenges. Qualitative insights highlight personal and professional hurdles, gender disparities, and concerns about workload and safety. The findings underscore the need for tailored support and infrastructure improvements in continuous library settings. The study contributes to understanding the multifaceted challenges faced by LIS professionals and provides recommendations to enhance overall well-being in 24/7 operational environments.

With the rise of diagnoses and awareness of mental wellness indicators across the country, the current study sought to pilot a measure to begin appraising the current state of music educators' mental wellness. Music educators across the United States (N = 84) self-reported indicators of depression, anxiety, stress, and job satisfaction. According to the results of this pilot, the sample of music educators accurately reflect the current music teaching population and reported an average of 10.39 years of experience. They also shared that while they love their jobs, they often find little time to engage in a personal life beyond the classroom. Participants shared that they remain busy outside of the classroom with paperwork, email, and meetings requiring the most time outside of contract hours week all while reporting high perceived stress levels (M = 22.36 with a normed range of 12-14.7). Regarding mental health, 56% of participants responded to questions regarding depression requiring additional follow-up. Upon additional clarification, almost 45% exhibited symptoms that could indicate moderate or severe depression, whereas 65% of the participants required additional examination regarding anxiety. Additional follow-up revealed that 69% reported signs of moderate and severe anxiety. The researchers explored possible explanations, suggest detailed foci of the full study, and additional insights into the continuation of the examination of mental wellness and the music educator

The research examined teachers' perceptions of factors affecting their perceived effectiveness in online teaching in the Israeli educational system, comparing Jewish and Arab teachers' views during the Covid-19 crisis. The research employed quantitative and qualitative approaches. 295 teachers responded to a questionnaire, and 22 teachers participated in a semi-structured interview. Quantitative data analysis found that the variables socio-economic status, the teacher's age, technological competence, frequency of synchronous teaching and their satisfaction with the profession significantly predicted perceived effectiveness in online teaching. Comparison between Jewish and Arab teachers indicated the correlation between sector and perceived effectiveness in online teaching is mediated by the number of teachers' synchronous teaching hours. Above all the variables, Jewish teachers' perceived effectiveness in online teaching is best explained by the number of synchronous teaching hours. Jewish teachers taught on average more synchronous online hours per week in comparison to Arab teachers, and the number of synchronous teaching hours predicted perceived effectiveness in online teaching. Quantitative and qualitative data, gathered from the interviews with the teachers were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed that the transition to online learning may increase extant gaps between Israeli society's sectors.

The work of school principals is complex; however, little research has examined how they navigate this complexity outside of traditional settings and times. This specific line of inquiry is important, because principals' time allocation is related to various desirable student outcomes, and how many hours principals work (and when) is associated with job satisfaction. To address this gap in the literature, we asked: (1) How much time do principals spend on work-related activities outside of traditional school hours and how is that time used? and (2) In what ways do nontraditional work-hour activities influence principals' job satisfaction? An analysis of our interview data revealed: (1) principals spend a significant amount of time outside of traditional school hours completing school-related administrative work, being visible at school and community events, and being virtually visible via email and various social media platforms; and (2) time spent during nontraditional work hours influences principals' job satisfaction. We discuss implications for policy, practice, and leadership preparation.

Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017-2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: "Food preparation and servicing related," "office and administrative support," and "building grounds cleaning and maintenance" occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.

This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem. [This article includes an extended summary in Turkish.]