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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.

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.

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.

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.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Do principals from small, medium, and large school districts have the same level of decision making power? Do teachers from small, medium, and large school districts have the same level of decision making power? This chapter tried to address these questions by analyzing 2011–2012 nationally representative School and Staffing Survey data. We found that comparing with large districts, teachers and principals at small and medium school districts perceived higher levels of decision making power in most school policy areas. We also found that although there were statistically significant differences among the three district sizes, practically significant differences existed in establishing curriculum for teachers and in establishing curriculum and deciding budget for principals. Implications of the findings were discussed.

The effect of different formats of message delivery has received little theoretical and empirical examination. This research focuses on the effect of written relational communication formats used by service providers. This study aims to answer three questions: Do different formats of written communications (i.e. handwriting and print) influence customer perceptions (i.e. feelings of warmth) of service firms? What are the mediators of these influences (i.e. perceived effort and psychological closeness)? And under what conditions do they occur (i.e. what is the contextual factor)?

One field study and three laboratory studies were conducted to provide a comprehensive understanding of the role of format in written communication.

Handwritten messages are more effective than print messages in building relationships in a service context because they elicit stronger feelings of warmth because of both the perception of greater effort and feelings of greater psychological closeness to the service provider. However, the presence of handwriting fails to deliver feelings of warmth when the quality of core services is low.

Service providers can effectively use handwritten communication to signal effort and create psychological closeness for relationship building with their key customers only when the quality of core services meets customer expectations.

First, the research differentiates the formats of written relational communication (handwritten vs print), and links communication formats with feelings of warmth, which is an important factor for impression and relationship formation in the practice of services marketing. Second, based on cognitive-experiential self-theory, this research demonstrates the dual mediators underlying the effect of handwriting (vs print) on warmth: perceived effort and psychological closeness. Third, it identifies the quality of core service as a boundary condition for the effect of handwritten communication.

This study aims to adopt a systematic review approach to examine the existing literature on law and LLMs.It involves analyzing and synthesizing relevant research papers, reports and scholarly articles that discuss the use of LLMs in the legal domain. The review encompasses various aspects, including an analysis of LLMs, legal natural language processing (NLP), model tuning techniques, data processing strategies and frameworks for addressing the challenges associated with legal question-and-answer (Q&A) systems. Additionally, the study explores potential applications and services that can benefit from the integration of LLMs in the field of intelligent justice.

This paper surveys the state-of-the-art research on law LLMs and their application in the field of intelligent justice. The study aims to identify the challenges associated with developing Q&A systems based on LLMs and explores potential directions for future research and development. The ultimate goal is to contribute to the advancement of intelligent justice by effectively leveraging LLMs.

To effectively apply a law LLM, systematic research on LLM, legal NLP and model adjustment technology is required.

This study contributes to the field of intelligent justice by providing a comprehensive review of the current state of research on law LLMs.