Opening the door: Physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement

2020 ◽  
Vol 88 ◽  
pp. 102846 ◽  
Author(s):  
Matthew Shirrell ◽  
James P. Spillane
Keyword(s):  
Social Interactions ◽  
School Leaders ◽  
Educational Improvement ◽  
Work Related ◽  
Physical Infrastructure

scholarly journals Working from Home During Covid-19: Doing and Managing Technology-enabled Social Interaction With Colleagues at a Distance

2021 ◽  
Author(s):  
Banita Lal ◽  
Yogesh K. Dwivedi ◽  
Markus Haag
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Digital Media ◽  
Social Life ◽  
Full Time ◽  
Work Lives ◽  
Work Related ◽  
Work From Home ◽  
Working From Home ◽  
Time Basis

AbstractWith the overnight growth in Working from Home (WFH) owing to the pandemic, organisations and their employees have had to adapt work-related processes and practices quickly with a huge reliance upon technology. Everyday activities such as social interactions with colleagues must therefore be reconsidered. Existing literature emphasises that social interactions, typically conducted in the traditional workplace, are a fundamental feature of social life and shape employees’ experience of work. This experience is completely removed for many employees due to the pandemic and, presently, there is a lack of knowledge on how individuals maintain social interactions with colleagues via technology when working from home. Given that a lack of social interaction can lead to social isolation and other negative repercussions, this study aims to contribute to the existing body of literature on remote working by highlighting employees’ experiences and practices around social interaction with colleagues. This study takes an interpretivist and qualitative approach utilising the diary-keeping technique to collect data from twenty-nine individuals who had started to work from home on a full-time basis as a result of the pandemic. The study explores how participants conduct social interactions using different technology platforms and how such interactions are embedded in their working lives. The findings highlight the difficulty in maintaining social interactions via technology such as the absence of cues and emotional intelligence, as well as highlighting numerous other factors such as job uncertainty, increased workloads and heavy usage of technology that affect their work lives. The study also highlights that despite the negative experiences relating to working from home, some participants are apprehensive about returning to work in the traditional office place where social interactions may actually be perceived as a distraction. The main contribution of our study is to highlight that a variety of perceptions and feelings of how work has changed via an increased use of digital media while working from home exists and that organisations need to be aware of these differences so that they can be managed in a contextualised manner, thus increasing both the efficiency and effectiveness of working from home.

Work Related and ``Private'' Social Interactions at Work

2004 ◽  
Vol 67 (1/2) ◽  
pp. 145-182 ◽  
Author(s):  
Franziska Tschan ◽  
Norbert K. Semmer ◽  
Laurent Inversin
Keyword(s):  
Social Interactions ◽  
Work Related

Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties

2017 ◽  
Vol 53 (4) ◽  
pp. 616-648 ◽  
Author(s):  
James P. Spillane ◽  
Matthew Shirrell
Keyword(s):  
Social Network ◽  
School Leadership ◽  
School Leaders ◽  
Network Models ◽  
Organizational Level ◽  
School Staff ◽  
Leadership Positions ◽  
Individual Level ◽  
Work Related ◽  
The Individual

Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.

scholarly journals The effects of Machiavellianism and person–group dissimilarity on workplace incivility

2018 ◽  
Vol 8 (1) ◽  
pp. 25-35
Author(s):  
Dilek Isilay Ucok
Keyword(s):  
Social Interactions ◽  
Data Gathering ◽  
Workplace Incivility ◽  
Data Collection Tool ◽  
Deviant Behaviour ◽  
Work Related ◽  
Working Environments ◽  
Management Techniques ◽  
Situational Predictors ◽  
The Individual

Workplace incivility is defined as ‘low-intensity deviant behaviour with ambiguous intent to harm the target, in violation of workplace norms for mutual respect’. According to this definition, when the employees act rudely in their social interactions, it lead to some unexpected consequences damaging their employment and work-related issues in organisations. This study investigate the effects of Machiavellianism and person–group dissimilarity on workplace incivility. The data were collected from a total of 185 employees. Questionnaire technique has been used as the data gathering method. In data collection tool, a 7-item Workplace Incivility Scale, 20-item Mach IV Scale and 6-item Perceived Dissimilarity Scale were used. The results indicated that Machiavellianism and person–group dissimilarity have significant positive contributions on workplace incivility. The findings provide evidence that identifying the individual and situational predictors of workplace incivility lead managers to become more aware of hostile working environments and the need to revise their management techniques.   Keywords: Workplace incivility, Machiavellianism, person–group dissimilarity, incivility.    

Verhoogt werk ons welzijn?

2011 ◽  
Vol 27 (4) ◽  
Author(s):  
Rudi Wielers ◽  
Peter van der Meer ◽  
Henk de Vos
Keyword(s):  
Life Satisfaction ◽  
Social Interactions ◽  
Empirical Studies ◽  
Well Being ◽  
Paid Work ◽  
Research Results ◽  
Work Related ◽  
Almost All ◽  
The Unemployed ◽  
Conditions Of Employment

Does work increase our well-being? A review of research results Does work increase our well-being? A review of research results We review empirical studies about the well-being effects of paid work as activity in comparison with other activities (hedonic well-being), and of being employed in comparison with unemployment, being a housewife and being retired (life satisfaction). The hedonic well-being of work and of work-related social interactions is lower than of almost all other activities and interactions. Nevertheless, employed workers have a much higher life satisfaction than the unemployed and also a higher hedonic well-being during other activities. Housewives’ level of life satisfaction is about equal to the level of the employed, whereas the retired attain an even higher level. Life satisfaction of workers is somewhat lower if they work more hours, especially for women. The effect of income on life satisfaction is small and probably people work more hours than can be justified by the resulting increase of life satisfaction. These findings indicate that aspirations related to work are more important for well-being than the conditions of employment. We interpret the findings in terms of extrinsic and intrinsic life goals and the need for self-determination. We tentatively conclude that work does more positively affect well-being if it does more appeal to intrinsic than to extrinsic aspirations.

scholarly journals Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

2017 ◽  
Vol 119 (4) ◽  
pp. 1-42
Author(s):  
Wouter Schenke ◽  
Jan H. Van Driel ◽  
Femke P. Geijsel ◽  
Monique L. L. Volman
Keyword(s):  
Collaborative Research ◽  
School Leaders ◽  
The Other ◽  
Boundary Crossing ◽  
Professional Collaboration ◽  
Learning Mechanisms ◽  
Educational Improvement ◽  
Different Types ◽  
Multicase Study ◽  
Background Context

Background/Context School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional collaboration. Purpose The purpose of our study is to create a better understanding of the learning of boundary crossers who are involved in cross-professional collaboration in R&D projects. Research Design In this multicase study, we analyzed data from interviews with school leaders, teachers, and researchers involved in 19 R&D projects in Dutch secondary schools. We interpreted boundary crossers’ learning in terms of learning mechanisms (identification, reflection, coordination, and transformation) and related these learning mechanisms to different types of cross-professional collaboration. Findings Three combinations of learning mechanisms were prevalent: identification and coordination, reflection and transformation, and transformation for school leaders, teachers, and researchers. Different types of collaboration appeared to evoke different learning mechanisms. Conclusions Boundary crossers on R&D projects learn from the other professionals’ tools and objectives and, in the case of transformation, integrate these in their own professional methods of working and aims. When transformation occurs school leaders and teachers develop a research attitude towards teaching and researchers incorporate contributing to educational improvement as an objective in their research. This is mainly the case in schooland researcher-directed types of cross-professional collaboration.

Ambulatory Assessment in Industrial/Organizational Psychology

2009 ◽  
Vol 14 (2) ◽  
pp. 120-131 ◽  
Author(s):  
Petra Klumb ◽  
Achim Elfering ◽  
Christiane Herre
Keyword(s):  
Social Interactions ◽  
Ambulatory Assessment ◽  
Methodological Issues ◽  
Work Stressors ◽  
Single Item ◽  
Future Studies ◽  
Work Related ◽  
Industrial Organizational Psychology ◽  
And Coping ◽  
Dynamic Phenomena

In this review, we demonstrate the contribution of ambulatory assessment (AA) research to I/O psychology by reference to four dynamic phenomena, the investigation of which we judge to benefit most from the application of AA techniques: (a) work strain and coping with work stressors, (b) the work/nonwork interface, (c) social interactions at the workplace, and (d) job attitudes and work-related emotions. As we see it, the greatest potential of these studies lies in the analysis of how interindividual differences modulate intraindividual processes. After demonstrating the value of the method, we outline and discuss ways of tackling a number of methodological issues raised in the studies reviewed: selective participation and attrition, altered reporting behavior and reactivity, noncompliance with study instructions, low acceptance, and development of reduced scales or single-item measures. Future studies can pave the way for the broad acceptance and utilization of AA methods by contributing to the resolution of these issues.

Having Entrepreneurial Friends and Following Them? The Role of Friends’ Displayed Emotions in Students’ Career Choice Intentions

2019 ◽  
Vol 27 (04) ◽  
pp. 445-470
Author(s):  
Fei Zhu ◽  
Shea Xuejiao Fan ◽  
Li Zhao
Keyword(s):  
Social Interactions ◽  
Positive Emotions ◽  
Entrepreneurial Intention ◽  
Career Intentions ◽  
Work Related ◽  
The Social ◽  
Choice Intentions ◽  
And Behavior ◽  
Perceived Desirability

Emotions have a social effect in that individuals’ emotions, attitudes, decisions, and behavior are affected by their perceptions of others’ emotions through social interactions. We introduce the social influence of emotions perspective to the career intentions literature and demonstrate how entrepreneurial friends’ work-related emotions influence university students’ entrepreneurial career intentions. Using an experimental design ([Formula: see text]), we reveal that entrepreneurial friends’ displayed positive emotions directly encourage students’ entrepreneurial career intentions, whereas negative emotions discourage students’ intentions indirectly by reducing the perceived desirability of being an entrepreneur. Our research contributes to the literature on career intentions, entrepreneurial intention, and emotions in the entrepreneurship context.

scholarly journals THE TOOL FOR SCHOOL LEADERS IN MEASURING CLIMATE FACTORS FOR BETTER EDUCATIONAL IMPROVEMENT

2020 ◽  
Vol 2 (6) ◽  
pp. 50-61
Author(s):  
Bridget Lim Suk Han
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
School Leaders ◽  
Climate Factors ◽  
Multiple Sources ◽  
Educational Improvement ◽  
Urban Centre ◽  
Self Evaluation ◽  
School Influence ◽  
Case Site

Different schools that are nestled in different locality possess different climate factors. For this paper, it emphasizes mainly on how climate factors of a school influence pupils and teachers in the teaching and learning processes in the English language. The case site is a low-performing rural primary school in a bucolic setting in the state of Sabah which is 130km away from the nearest urban centre. The main purpose of this paper is to delineate the building of an instrument as a tool for school leaders to start analysing climate factors for better educational improvement. There are four general concepts depicted under the climate factors – physical environment, social relationship/system, orderliness, and expectations on student outcomes (and teacher behaviours). To ensure a more holistic measurement of these indicators, five measurement dimensions – frequency, focus, stage, differentiation, and quality are adopted. Sources of data are from various data collection methods namely peripheral observation, classroom observation, classroom participation, formal interview, conversational interview, focus group interview as well as documents. Multiple sources of data ascertain triangulation and better trustworthiness of the data to facilitate the building of a comprehensive instrument with wide-ranging constructs. This instrument can be used as a self-evaluation guide for school leaders to further understand the weaknesses as well as strengths of their schools. Through the synthesis of the data collected using this instrument, it has facilitated clear discernment of the capacities for the case school under-investigated and how the roles of financial, human, time, and programme capacity affect the pupils’ performance in the English Language.

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