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The purpose of this paper is to examine employee perceptions of fairness and work morale as mediators of the relationship between leader reward behavior and employee behavior.

A matrix of meta‐analytic estimates containing the focal variables (leader reward behavior, fairness, morale, and employee behavior) was constructed following a literature review of published studies. This matrix was then analyzed using structural equation modeling to test a series of nested models.

Leader reward behavior is positively related to higher task performance and organizational citizenship behavior, and fewer intentions to turnover. These relationships are mediated by employees’ perceptions of fairness and work morale.

The paper extends the leadership literature by identifying two mechanisms (viz., fairness and morale) through which leader reward behavior relates to employee behavior. Possible limitations are the drawbacks associated with meta‐analysis (e.g. inability to make causal inferences).

Rewarding subordinate performance alone is not sufficient to increase task performance and organizational citizenship behavior and decrease turnover intentions. Instead, managers must ensure that their contingent reward behaviors are seen as fair by employees in order to have favorable effects.

To date, research on possible mediators of the effects of leader reward behavior has been scarce.

This article examines the potential of increasing commitment of medical knowledge-workers (medical-KWs) in hospitals, particularly in handling deadly pandemics like COVID-19, through servant leadership behaviour. The authors hold that medical-KWs like doctors and nurses form the core team of knowledge-workers (KWs) at the forefront of fighting COVID-19 through seeking possible vaccines, treating patients and promoting behaviours that curtail its spread. Thus research directed towards enhancing their continued commitment is both timely and valuable.

The study uses an explanatory cross-sectional survey design.

Results reveal that servant leadership behaviour significantly explains changes in commitment of medical-KWs. Results further establish that perceived fairness – a key psychological factor – significantly explains how servant leadership enhances the commitment of medical-KWs.

Data used were sourced from medical-KWs in selected public hospitals only. Thus results may differ among medical-KWs in private hospitals, yet they have also championed the fight against COVID-19. Never the less these results provide a direction of thought to guide practice and other related studies on a wider-scale.

In their quest to eradicate COVID-19 and its negative effects on social-economic development, nations have to actively promote servant leadership behaviour in the hospitals (by establishing quality relationships, credibility and efficient processes for delivering the shared goal) as mechanisms for sustaining the continued commitment of medical-KWs towards fighting the pandemic.

Results portray events from an economy that has registered successes in combating pandemics like Ebola and currently COVID-19 and thus offer a plausible benchmark for practice.

This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion.

The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together.

The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters.

This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

The purpose of this paper is to examine the representation of women in Canadian broadcast news coverage, exploring the notion of substantive representation as it relates to gender, leadership and framing.

Using computer-aided text analysis software, the authors analyzed the frequency of women appearing in on-air roles, the way in which they are framed, as well as technical and expressive details, such as how they are featured. In total, the authors analyzed representation of 2,031 individuals in the four suppertime local news broadcasts from 6 p.m. to 7 p.m. Framed in an ecological model of complex social change, this paper focuses on understanding how women are presented in Canadian broadcast media.

This study finds that women are under-represented in Canadian broadcast media. Furthermore, it finds that women are less likely to be framed as leaders or experts and are less likely to hold news host or anchor positions. For all major news broadcasters analyzed, women are less likely to be portrayed positively or in leadership/expert positions and are more often represented as victims. They are less likely to appear on screen and are more likely to be referred to off-screen, paraphrased and cited rather than speaking for themselves.

By framing this study in an (critical) ecological, this study moved beyond required descriptive benchmarking to examine the degree of substantive representation of women. However, the sample of the study is only a snapshot of Canada’s largest city, and, therefore, more research involving further a comparative analysis of cities, a variety of print sources and online media outlets is needed. Future research might include more qualitative analysis of the representation, the type of representation and the factors affecting levels of representation. For example, such research might explore the practices in broadcast organizations, the way in which stories are framed and how guests selected. Also of interest is the relationship between women’s representation at the decision-making table, as an input, and the representation of women in on-air roles, as an outcome.

The implications of this article are important for understanding the complex factors affecting female leadership across sectors, particularly, the Canadian broadcast industry, the barriers they face and the strategies that may lead to their advancement.

This study moved beyond descriptive benchmarking to examine the degree of substantive representation of women by coding the frames, roles and means of quotation experienced by women on broadcast news.

The Library Association of Ireland issued last month the first number of An Leabharlann, their new official journal. The title, for those of us who do not speak the language of Erin, means The Library. It is an extremely interesting venture which will be followed by librarians on the mainland with sympathetic curiosity. In particular our readers would be interested in the first of a series of articles by Father Stephen J. Brown, S.J., on Book Selection. The worthy Father lectures on this subject at University College, Dublin, in the Library School. It is mainly concerned with what should not be selected, and deals in vigorous fashion with the menace of much of current published stuff. No doubt Father Brown will follow with something more constructive. Mr. T. E. Gay, Chairman of the Association, discusses the need for a survey of Irish libraries and their resources. We agree that it is necessary. The Net Books Agreement, the Council, Notes from the Provinces, and an article in Erse—which we honestly believe that most of our Irish friends can read—and an excellent broadcast talk on the Library and the Student by Miss Christina Keogh, the accomplished Librarian of the Irish Central Library, make up a quite attractive first number. A list of broadcast talks given by members of the Association is included.

In recent years, student-managed investment funds (SMIFs), experiential learning programs at an increasing number of universities, have attracted significant scholarly interest. In this article, we review the academic literature on this pedagogy.

We use the systematic review method to assess a sample of 85 articles published in 30 journals during the period 1975 to 2020.

Our literature review reveals four streams of research: best practices and challenges, investment management, innovation and trends and SMIFs in a research setting. We also propose future research directions, including specific gaps in the literature, a focus on innovations to traditional programs, systematic investment performance and expansion into behavioral finance issues.

We contribute a comprehensive view of the body of scholarship on SMIFs, identifying existing streams of research and future research directions that will help guide the development of SMIF research into a cohesive and productive space.

Teacher burnout is a persistent challenge for school principals, complicated by the lack of a proven, repeatable strategy to mitigate burnout. If left unresolved, burnout can adversely affect school culture and student learning, leading to turnover that can compound these harmful effects. Since burnout can vary in severity and frequency, principals can work to mitigate burnout in the moment, seizing the opportunity when burnout is first observed. In this narrative sketch, I provide an overview of my experiences in my development as a principal and how this informed my approach to supporting teachers. I also discuss my experiences as principal in working with teachers at different stages of burnout severity, sharing specific stories and reflecting on both the successes and failures of my efforts, including the use of chocolates and tissues to create an individualized safe space to initiate open dialogue. The title, “Chocolates or Tissues,” is a metaphor that represents my momentary burnout mitigation strategy but may also serve as a metaphor for the need for principals to seek individualized opportunities for resolution in a burnout moment when working with teachers.

Stress and burnout in public school teachers and principals have been well documented for the past 40 years. Sources of stress and burnout are often systemic and include numerous factors from low pay to student behavioral issues to accountability pressures. Additionally, stress and burnout in the educational workforce have implications on both the efficacy of individuals' work and their intentions to leave. In a postpandemic era where record numbers of teachers and school leaders are leaving the profession, mitigating burnout and improving the sustainability of the education workforce is essential. This chapter provides strategies at multiple levels, including the individual, school, and district, to reduce negative psychological impacts of educational work and inform structural changes. Policy recommendations at both the state and federal level are also provided. And lastly, implications for educator and principal preparation programs are detailed. Approaching burnout and well-being from a multilevel perspective can rectify both direct and indirect causes of burnout, and a systematic approach is more likely to lead to meaningful, sustained change to better working conditions. Improving the US educational system in a postpandemic era will require concerted efforts to support the head, the heart, and the health of public education professionals.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.