Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work

2019 ◽  
Vol 56 (2) ◽  
pp. 177-219
Author(s):  
Carolyn P. Swen
Keyword(s):  
Public Schools ◽  
Work Motivation ◽  
School Principals ◽  
Chicago Public Schools ◽  
New Principals ◽  
High Turnover ◽  
New School ◽  
Past Action ◽  
Future Work ◽  
Insight Into

Purpose: School principals’ commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals’ motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal’s career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals’ motivation and transition, focusing on principals’ efforts to manage challenges. The results provide novel empirical data on principals’ sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.

scholarly journals “A Superior Kind of Working Woman”: The Contested Meaning of Vocational Education for Girls in Progressive Era Chicago

2021 ◽  
Vol 20 (3) ◽  
pp. 392-410
Author(s):  
Ruby Oram
Keyword(s):  
Public Schools ◽  
Vocational Education ◽  
Progressive Era ◽  
Female Students ◽  
Male Students ◽  
School Officials ◽  
History Of Capitalism ◽  
New School ◽  
Club Women ◽  
History Of

AbstractProgressive Era school officials transformed public education in American cities by teaching male students trades like foundry, carpentry, and mechanics in classrooms outfitted like factories. Historians have demonstrated how this “vocational education movement” was championed by male administrators and business leaders anxious to train the next generation of expert tradesmen. But women also hoped vocational education could prepare female students for industrial careers. In the early twentieth century, members of the National Women’s Trade Union League demanded that public schools open trade programs to female students and teach future working women the history of capitalism and the philosophy of collective bargaining. Their ambitious goals were tempered by some middle-class reformers and club women who argued vocational programs should also prepare female students for homemaking and motherhood. This article uses Chicago as a case study to explore how Progressive Era women competed and collaborated to reform vocational education for girls, and how female students responded to new school programs designed to prepare them for work both in and outside the home.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

scholarly journals The Effectiveness of Multi-Label Classification and Multi-Output Regression in Social Trait Recognition

Sensors ◽  
2021 ◽  
Vol 21 (12) ◽  
pp. 4127
Author(s):  
Will Farlessyost ◽  
Kelsey-Ryan Grant ◽  
Sara R. Davis ◽  
David Feil-Seifer ◽  
Emily M. Hand
Keyword(s):  
Social Interactions ◽  
First Impressions ◽  
Social Traits ◽  
Judicial Proceedings ◽  
Facial Attributes ◽  
Future Work ◽  
Automated Methods ◽  
Insight Into ◽  
Social Trait ◽  
Better Than

First impressions make up an integral part of our interactions with other humans by providing an instantaneous judgment of the trustworthiness, dominance and attractiveness of an individual prior to engaging in any other form of interaction. Unfortunately, this can lead to unintentional bias in situations that have serious consequences, whether it be in judicial proceedings, career advancement, or politics. The ability to automatically recognize social traits presents a number of highly useful applications: from minimizing bias in social interactions to providing insight into how our own facial attributes are interpreted by others. However, while first impressions are well-studied in the field of psychology, automated methods for predicting social traits are largely non-existent. In this work, we demonstrate the feasibility of two automated approaches—multi-label classification (MLC) and multi-output regression (MOR)—for first impression recognition from faces. We demonstrate that both approaches are able to predict social traits with better than chance accuracy, but there is still significant room for improvement. We evaluate ethical concerns and detail application areas for future work in this direction.

scholarly journals Investigating the user experience of customer service chatbot interaction: a framework for qualitative analysis of chatbot dialogues

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Asbjørn Følstad ◽  
Cameron Taylor
Keyword(s):  
Qualitative Analysis ◽  
Customer Service ◽  
User Experience ◽  
Practical Relevance ◽  
Interaction Patterns ◽  
Case Examples ◽  
Key Drivers ◽  
Future Work ◽  
Practical Implications ◽  
Insight Into

AbstractThe uptake of chatbots for customer service depends on the user experience. For such chatbots, user experience in particular concerns whether the user is provided relevant answers to their queries and the chatbot interaction brings them closer to resolving their problem. Dialogue data from interactions between users and chatbots represents a potentially valuable source of insight into user experience. However, there is a need for knowledge of how to make use of these data. Motivated by this, we present a framework for qualitative analysis of chatbot dialogues in the customer service domain. The framework has been developed across several studies involving two chatbots for customer service, in collaboration with the chatbot hosts. We present the framework and illustrate its application with insights from three case examples. Through the case findings, we show how the framework may provide insight into key drivers of user experience, including response relevance and dialogue helpfulness (Case 1), insight to drive chatbot improvement in practice (Case 2), and insight of theoretical and practical relevance for understanding chatbot user types and interaction patterns (Case 3). On the basis of the findings, we discuss the strengths and limitations of the framework, its theoretical and practical implications, and directions for future work.

Predicting and Preventing Shootings among At-Risk Youth

2011 ◽  
Vol 101 (3) ◽  
pp. 288-292 ◽  
Author(s):  
Dana Chandler ◽  
Steven D Levitt ◽  
John A List
Keyword(s):  
At Risk ◽  
Public Schools ◽  
Predictive Model ◽  
Educational Outcomes ◽  
Chicago Public Schools ◽  
At Risk Youth ◽  
Preliminary Evaluation ◽  
Mentorship Program

Each year, more than 250 students in the Chicago Public Schools (CPS) are shot. The authors of this paper worked with the leadership of CPS to build a predictive model of shootings that helped determine which students would be included in a highly targeted and resource intensive mentorship program. This paper describes our predictive model and offers a preliminary evaluation of the mentoring intervention performed by Youth Advocate Programs, Inc. (YAP). We find little evidence that the intervention reduces school misconducts or improves educational outcomes. The scale of intervention was too small to generate meaningful findings on shootings.

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

2021 ◽  
Vol 5 (41) ◽  
pp. 161-138
Author(s):  
Fahad Husain Alshammari Fahad Husain Alshammari
Keyword(s):  
Public Schools ◽  
Leadership Style ◽  
School Principals ◽  
Statistical Significance ◽  
Point Of View ◽  
Years Of Experience ◽  
Public School Principals ◽  
Low Degree ◽  
Study Population ◽  
High Degree

    This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

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